Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Early Childhood Education (ECE) highlights the importance of developmentally

appropriate practices (DAP). Gauging from the documents postulated by the National

Association for the Education of the Young Children (NAEYC); more than three decades

have passed since the start of the cascading of the principles of DAP. Since then,

updates were articulated to guide the principles and methods of teaching the young

children in response to the challenges of the changing world.

Over the years, DAP laid a strong foundation and has sets of principles and

guidelines intended for educating young children. It serves as the strong anchorage of

ECE teachers and the guiding adults to foster an age-appropriate holistic development

for young children. While decades of research in education and child development had

established DAP as standards mostly appropriate in the school’s physical learning

environment and face-to-face learning experiences of young children; there is a current

call on how the principles and methods in teaching the very young children can be

afforded in the next normal.

Quite recently, the notion of appropriateness may be deemed incongruent to the

principles and methods of teaching the young learners for they are forced to stay at

home while the country struggles to arrest the life-threatening impact brought by the

current pandemic, natural and man-made calamities, and most often civil unrest. The

current global pandemic has shaken all sectors of the society. In fact, the education
sector had several impediments in the conduct of teaching-learning experiences amidst

the pandemic. Challenges after the other caused distress among the parents and

teachers who still believe that education of the young must continue even at these

challenging times.

In the study of Bicar et al. (2020), a review on how the educational context

transformed in the quest of the COVID-19 pandemic, majority of the schools all over the

world resorted to school shutdown as the initial response to the pandemic. These

schools have still yet to determine the ways forward in addressing educational needs

amidst the pandemic. Significantly few of the countries worldwide have quickly went

back to normalcy with solution-driven restrictions. Nevertheless, majority of the

countries worldwide restructured educating young children through flexible learning

modalities.

In the country, the Department of Education (DepEd) has designed

contextualized home-based learning modalities making sure that the nationwide

learning continuity plan is implemented. In so doing, blended learning through modular

printed learning, modular digitized learning and online learning has been implemented.

These modalities are done in all basic education levels, including ECE levels. Moreover,

the private school sector has also framed various approaches for flexible learning such

as that of DepEd which also covers kindergarten and pre-k levels. Unfortunately, DepEd

has announced that several private schools had closed due to the drop of enrollment.

Other schools opted to file a suspension of school operation until the expected normalcy

is back. Still other schools across the globe have managed to restructure the preset

curriculum to various flexible learning modalities as part of the school resiliency plan.
 In the setting of blended and flexible learning, there are established most

essential learning competencies (MELC) which set as the guide in the teaching and

learning at home. However, the conduct of the teaching-learning experiences for young

children even with the set essential competencies and blended and flexible learning

modalities, still zeros in to developmental appropriateness.

As observed in the local context, parents and guardians of these young learners

left no choice but to share the responsibility in helping the school and early childhood

educators in teaching their children while being locked up at home. The parents and

guardians of young children are also provided with the viable option in their preferred

blended and flexible learning approach. The “what” of teaching is without a doubt

recognized but the “how” of learning is where the challenge arise. This is a challenge

experienced by no less than the teachers, parents, guardians and most especially, the

young learners.

As crises arise; ensuring developmental appropriateness while coping with the

next normal learning practices, is believed to be of great challenge in the ECE levels.

Even with crises, the right of every child to access quality education should continually

be given value. Ensuring quality ECE experiences is believed to be notably achieved

through providing developmentally appropriate learning experiences.

While this study acknowledges the need of ECE teachers, parents and guardians

of young children, a better way of navigating the next normal without jeopardizing DAP

learning experiences of young children in school, at home or within the community; is to

address the gap in the conduct of developmentally appropriate teaching-learning

experiences in times of crises for the new normal of now and the next normal of

tomorrow. Hence, this study.

Philosophical Stance

The conceptualization of philosophical assumptions suitable to the nature of

qualitative inquiry serves as a vital part in guiding the researcher. In conducting a

research, philosophical assumptions and beliefs provides path in the enactment of the

overall research (Creswell, 2014). As espoused by Huff (2009), it is helpful to articulate

the stance of philosophy in the undertaking of research,

This qualitative study is anchored on three philosophical assumptions namely;

ontology, epistemology and axiology. As cited by Aliyu et al. (2015), Creswell (1994)

recognized philosophical assumptions through ontology (what is the nature of reality?),

epistemology (what knowledge is found from it?) and axiology (what is the value goes

with it?). In this study, these three philosophical assumptions are considered by the

researcher in the overall processes taken in this research.

The first philosophical assumption of the study is ontology. It seeks to answer the

question on the nature of reality as it is viewed and presented in the specific

phenomenon.

In this study, the ontological assumption is in the realities of the early childhood

education setting where developmentally appropriate practices (DAP) serve as an

indispensable guide in the conduct of the teaching-learning process. DAP constitutes of

principles and guidelines for early childhood professionals and adults surrounding the
young child in the conduct of early learning experiences geared towards the holistic

development of young children (IRA & NAEYC 1998).

Facing the realities of today with the pandemic alongside with other natural and

man-made crises, led to a global emergency affecting the education of young children.

The researcher concentrates on the views of the key players in the challenge of

providing developmentally appropriate learning experiences to young children; the early

childhood educators, parents or guardians and the community members. The scope

zeros in to the context of the current crisis, with emphasis on COVID-19 experiences.

The researcher investigates the specific populace with direct thoughts, interpretations

and meanings of the reality (Ahmed, 2008).

The second philosophical assumption is epistemology. Epistemological

assumption emphasizes the immersion of the researcher in to the realities of the

participants as basis of co-creating understandings (Denzin & Lincoln, 2005). The way

to further conjunct the gaps of providing developmentally appropriate practices even in

times of crisis lie on the methods in the conduct of the study. Through the conduct of in-

depth interviews and focus group discussions, the researcher aims to see the light and

shed light as to the achievement of this study.

The third and last philosophical assumption of this study is axiology. Axiological

assumption is stemmed from the personal bias grounded on the value of the researcher

(Creswell, 2014). The stance of the research is with great intent due to the professional

grounds of the researcher. The researcher as an early childhood educator and an

educator of future early childhood educators, hopes to serve with purpose through the

results of this study. The results of the study hope to shed light at the end of the tunnel
as early childhood educators, parents or guardians and community members work

hand-in-hand in pursuit of appropriate learning experiences for young children’s holistic

development. The use of grounded theory as the research design will pave way to the

generation of theory focused on developmentally appropriate practices for early

childhood education levels in the new normal of now and the next normal of tomorrow.

Overall, with the future results of the study and the developed theory, a new set

of developmentally appropriate practices in times of crisis is intended to be generated.

Domains of Inquiry

This study aims to generate a theory on developmentally appropriate practices in

the next normal which can be achieved on:

1. How do the ECE teachers, parents/guardians and the community educate young

children amid the pandemic and crises?;

2. What are the specific ways of ECE teachers, parents/guardians and the

community of providing developmentally appropriate learning experiences to

young children?;

3. What are the differences of the new normal from old normal practices in teaching

young children?; and

4. Based on the findings, what theory can be developed?

Significance of the Study

The findings of the study aim to provide developmentally appropriate learning

experiences for young children even in times of emergencies such as the pandemic,

natural and man-made calamities. The intent of the study immerged with the current

normal of today brought by the pandemic. There is the evident blockage of the current

crisis in the conduct of developmentally appropriate experiences of young children. Not

only has it hampered the appropriate learning experiences of young children, it may

have also compromised the chief aim of early childhood education which is to provide

holistic learning experiences for young children.

Hence, with the findings of the study, the researcher aims to generate a theory

leading to the conceptualization of developmentally appropriate practices in early

childhood education in times of crises and in the next normal. This expects to help the

early childhood educators, parents or guardians and community members in conducting

the appropriate teaching-learning experiences for young children in times of

emergencies.

Finally, this study intends to be of value and to serve purpose for the holistic

educational experiences for young children not only in the present crisis but of the future

crises.

Definition of Terms

Developmentally appropriate practices. This is a well-known framework

espoused by the National Association for the Education of Young Children (NAEYC).
This consists of developmentally appropriate guidelines, approaches and principles in

the conduct of teaching-learning experiences geared towards the holistic development

of young children.

New normal or Next normal. A term coined by the World Health Organization

(WHO) amid the current COVID-19 pandemic. In the context of this study, the new

normal or the next normal pertains to the experiences beyond the usual most expressly

in times of crises.

Crisis. This is an “interruption of normative structures” or the conflicts affecting

the normal course of our daily lives. (O’Connor, 2009).

 Chapter 3

RESEARCH METHODOLOGY

This chapter contains the processes of the design such as the methodology,

locale

of the study, selection of participants, the description of the research instrument, the

processes for the in-depth Interview and conduct of the focus group discussion (FGD),

along with the data collection procedures, and the approved ethical considerations

applicable to this study.

Methodology (Qualitative Inquiry)

This study will utilize the Grounded theory approach. In consonance with the

previously conveyed philosophical stance, the method in this research is anchored on

interpretative phenomenology. Primarily, an inductive method for conducting qualitative

research is aimed towards theory development (Charmaz, 2003). Inductive method

follows through from specific to general. It begins with specific observations and/or

interviews, the next step is to form patterns, then formulate hypothesis, and lastly,

develop general conclusion or theory. In consonance with the philosophical stance,

hermeneutics, or interpretive phenomenology as evident in the Heideggerian method,

this study explicates the from experiences of the participants. This researcher

acknowledges this as the underpinning philosophy of the research.

Locale
 This qualitative inquiry will be conducted involving private and public schools in

the two (2) neighboring cities of the province of Bukidnon, Malaybalay City and Valencia

City. The province of Bukidnon consists of twenty (22) municipalities and two (2) cities.

Since the sampling method to be employed in this study is convenient sampling

method, the aforementioned cities are selected as these are within the proximity of the

researcher.

Selection of Participants

Employing a convenient sampling method, the participants of the study will be

the early childhood education teachers, parents or guardians and community members

involved in educating young children. The participants will come from both private and

public schools.

The convenient sampling techniques will be used in the selection of the

participants. Inclusion or exclusion criteria will also be established to determine those

who are included and outside of the study. Different inclusion criteria will be used in the

selection of the participants. For teachers, they must have earned a Bachelor’s degree

major in Early Childhood Education or Preschool Education, or Bachelor in Elementary

Education with diploma in Early Childhood Education (ECE) with at least have obtained

eighteen (18) units in ECE course or its equivalent. Provided also that they are teaching

in pre-K or Kindergarten levels for at least three (3) years or more. Teacher referrals

during the in-depth interview of the parents or guardians to include in the research.

These parents or guardians will also participate in the focus group discussion (FGD).

Child development workers (CDW) as community members will also be involved in the
focus group discussion (FGD). All the participants of the study must be directly involved

in the education of young children in the pre-K and Kindergarten levels.

Research Instruments

The researcher in this qualitative research ideally serves as the main instrument

in data collection. Using the interpretivist paradigm, the researcher is the active player in

the development of the data and their meanings. Moreover, the researcher will interact

with the participants through in-depth interview and focus group discussion in order to

solicit the practices that could elucidate developmentally appropriate practices in the

continuous learning experiences amid crises of the pre-k and kindergarten learners at

home and in the community. In so doing, these will reveal significant themes that are

essentials in the interpretation and generation of the research findings.

Furthermore, a researcher-made interview guide found on Appendix ___ will be

validated by content experts. A validation tool containing the three main components

namely; (1) According to Content, (2) According to Sequence, (3) According to Purpose

are outlined. Each component has three constructs along with the rating equivalent.

These are 4 with the equivalent interpretation as Strongly Agree (SA), 3 for Agree (A), 2

for Disagree (DA) and the rate of 1 for Strongly Disagree (SA). A certificate of validation

coming from the identified content experts is found on Appendix_____.

In-depth Interview

The in-depth interview involved the pre-k and Kindergarten teachers and the

parents or guardians of the pre-K or Kindergarten learners. An interview guide found on

Appendix ____ lists the questions related to how they facilitate the appropriate teaching
learning process through a remote teaching approach and through a home-based

teaching-learning process, respectively.

Focus Group Discussion

To provide a variety of remote teaching practices and home-based teaching

learning process, the focus group discussion will be conducted to involve the research,

note taker, and the pre-K and Kindergarten Teachers as well as the parents or

guardians and child development workers (CDW) as participants. During the FGD, the

research, acts as moderator. This interaction is synergistic and spontaneous where data

is generated from the group interaction. More importantly, the participants

spontaneously display the language they are accustomed to. There are no prejudices

as to the emphasis they express so as to the general framework of their understanding

towards the questions.

Data Collection Procedure

Validation of the researcher-made interview questions will be done prior to the

data gathering schedule. Permit to conduct the in-depth interview with the participants

will be secured. Together with the approval for the conduct of the interview, the

participants will receive a copy of the rationale and interview questions a week before

the schedule of in-depth interview. In the interview proper, the researcher will reiterate

the rationale of the study and the flow of how the interview will transpire. To ensure

clarity of the interview, the researcher will ask permission from the participants to record

the entirety of the interview.

 From the transcription of the in-dept interviews conducted, focus group

discussion with the involvement of the three categories of participants namely: pre-K

and Kindergarten teachers, parents or guardians and child development workers

(CDW), will be done to guarantee credibility of the study. During focus group discussion,

permission to utilize audio-recorder and/or video-recorder from the participants will be

attained. This is to take the focus group discussion holistically.

Data Analysis Technique

This study is qualitative in nature where the developmentally appropriate

practices in the new normal as the focus of inquiry are explored in the natural setting.

The logic of inquiry is inductive where the main data are collected through in-depth

interview with the parents or guardians, kindergarten teachers, and the child

development workers and focus group. The data in text format are analyzed using the

interpretative phenomenological analysis. It is used to identify categories of themes

within the text as well as interconnections between them. These interconnections are

conceptualized within a theoretical framework which will then provide an emerging

theory of developmentally appropriate practices.

Step of the interpretative phenomenological analysis is enumerated by Smith and

Osborn (2007). To wit: (1) looking for themes in the first case where annotations are

placed in the left margin to indicate what is interesting or significant about what the

respondent has said in the transcript; (2) connecting themes where emergent themes

are listed and the research looks for connections between them; (3) continuing the

analysis with other cases where the analysis can move on to incorporate interview with
a number of different participants; (4) writing up the final themes and final statement

outlining the meanings inherent in the participants’ experience. This structure as

averred by Goulding (2003) provides the research with an understanding of the world

that contributes to the development of a theory. With the clustered themes, analysis,

hypotheses and propositions will be formulated respective to the theory generation.

Ethical Considerations

This phenomenological inquiry requires ethical considerations. The following are

undertaken prior to the conduct of the study to address ethical issues. An approval is

sought for the conduct of the study to address ethical issues. An approval is sought

from the of the study from the Dissertation Committee of Cebu Normal University, Dean

of the College of Education.

A meeting will also be conducted to make the participants understand the nature,

purpose, and research strategies employed to protect their identity and to safeguard the

confidentiality of the data. During the meeting, informed consent will be distributed to

the parents or guardians and community members while assent form will be given to the

teachers to ensure their voluntary participation.