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“EFFECTIVE NEW NORMAL LEARNING

STRATEGIES FOR KINDERGARTEN PUPILS
IN ANTIPULUAN ELEMENTARY SCHOOL SY.
2020-2021”
MARYBETH G. JAVIER-MIYAKE
CRYSTAL JANE F. DIAZ

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OUTCOME:
• We conducted a survey to those respondents in our study,
which is the kindergarten pupils in Antipuluan Elementary
School, SY. 2020-2021. Therefore, we conclude that those
respondents have not been ready, because of the mode of
learning in this time of pandemic, some pupils would stop,
some are having a lazy study habits, because they are still a
child in the age of 3-6 years old in this stage the parents and
the kindergarten teachers would be responsible to them.

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• Learning Strategies, are actions that students use to

optimize the process of obtaining and storing
information of concepts. This topic aims to identify the
skills and learning of students in a new normal
learning. Also, it is to know that kindergarten really
cope with the lesson regarding with the new normal
learning.

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OUTPUT
• The output of our study is to provide data and reference to be
able to know if the New Normal Learning Strategies are
effective For Kindergarten students in Antipuluan Elementary
School.

• Also, it may be help those students/ people or Researchers

who conducted the same study, or related study, it may help
them as a reference of additional information in our study.

• There was a positive influence of learners, learning strategies

to the success of every pupil to determining the outcome.
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Rationale:
• As we conduct this Research Study, we would know that
the New Normal Learning Strategies Are Effective in
kindergarten pupils in Antipuluan Elementary School in
School year 2020-2021. From this, we will know the
Answers from the respondents and also, from their
teachers; because the teachers who will be the one who
answer some questions and they are responsible to rate
their pupils,

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if the pupils gain knowledge/learning from their

teachers or if their pupils will be fully improving and
learned. In this Study we will know and identify if they
learned or not from the new normal learning strategies
given.

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Objective of the Study:

• The Objective of this Study is to know if New

Normal Learning Strategies are effective for
Kindergarten Pupils in Antipuluan Elementary School
SY. 2020-2021.

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Significance of the Study:

• To the teachers of Antipuluan Elementary School, this

study could serve as their inspiration and guide. It barely
provides opportunities for professional as well as career
improvement. It hardly offers initiative for innovation and
creative work.

• To the students, children with supportive home learning

environments show increased literacy development, better
peer interactions, fewer behavior problems, and more
motivation and persistence during learning activities.

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• To the parents, need to be empowered with tools to

support children’s learning at home and need to feel
connected to and supported by the local educational
community. When children are enrolled in early care
programs, teachers can boost parent involvement by
sharing meaningful information with families, sending
home bilingual learning materials and speaking
homes, and requesting and listening to parent
feedback.

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• To the kindergarten program, work to incorporate home

visits, parent education, and community outreach in
their curriculum. With these strategies, children will
arrive at school with increased and vital readiness,
confidence, and support.

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• To the school policy maker, to be accessible to all

families and has to provide high-quality early education
in reading. School readiness makes the transition to
school less traumatic for the child and family and gives
students a strong foundation on which to build their
educational future. Kindergarten ages that will
encourage English speaking parents to read to their
young children. This can be a useful tool to help
children to be ready for elementary school.

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Review of Related Literature:

Foreign Literature Review
• Kindergarten teachers have one of the most challenging
and demanding jobs in education today. They have the
challenge of transforming children into students prior to
entering first grade. To add to the complexity, federal
guidelines, regardless of a child’s prior experiences and
developmental factors, are continually increasing
demands and expectations.

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This leaves one to question whether factors such as

chronological age, gender, socioeconomic status, and
preschool experiences impact the readiness of a child before
entering a Kindergarten classroom.
Clifford, Horm, and Maxwell (2004)

According to, Clifford, Horm, and Maxwell (2004)

described various factors that impact readiness for
Kindergarten. Skills and development are influenced by
families and communities. Different types of socialization
occur between boys and girls.

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Boys tend to learn, at an early age, that they receive

positive attention when they are active and moving
around; while girls tend to learn very early that it is
important to sit quietly and listen respectfully. Clifford
et al. explained that girls tend to have a higher reading
level than boys, better social skills, and are less likely to
engage in problem behaviors. Kindergarten classrooms
were formerly places that facilitated children to learn
problem-solving skills through active play, coloring,
drawing, extended recess, and nap time.

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The dynamics of Kindergarten classrooms have

changed dramatically over the
past few decades. Now the Kindergarten classroom
is an environment which supports a more
standardized academic approach; it is more common
to sit at a desk to focus on math and literacy than to
color Thanksgiving turkeys. Finally, readiness
assessments right before Kindergarten can help
planning for different needs within the classroom.

(Martin, 1985, Anderson 1995, Perlmutter, 1989).

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"Kindergarten used to mean brightly colored paintings,

music, clay, block building, bursting curiosity and
intensive exploration" (Martin, 1985, p. 318), but today's
trend leans toward a more structured, academic
curriculum. Because of stricter accountability standards
and increased pressure applied on local school districts for
higher standardized test scores, kindergarten teachers must
move quickly to help students achieve more in a shorter
period of time. What used to be first grade work is now
expected to be learned in kindergarten (Anderson 1995).

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This trickle-down effect does not leave much time for

developmentally appropriate activities that help students
learn and understand mathematical concepts, and it also
takes away from the development of the love of learning.
"The way math is taught in the early years of school affects
not only math achievement and skill development, but also a
child's disposition to learn" (Perlmutter, 1989).

Another advantage for children who attend preschool is the

fact that parental involvement is highly encouraged and
recommended.

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Many programs have been set up in the public schools to

teach parents how to help their children toward higher
achievement. Math manipulatives can be borrowed to be
used at home for practicing one-to-one correspondence,
sequencing, seriation, classification, and making patterns.
This continued exploration of mathematics at home instills
a feeling of competence and a favorable disposition toward
problem-solving. Because early education programs often
involve parents extensively, family processes may be
impacted.

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Some long-term effects may include the attitudinal and

behavioral measures of parent-child interactions, parent
attitudes, school involvement, and educational experiences.
Ideally, this will continue throughout the child's school
years (Reynolds, Mavrogenes, Bezruczko, and
Hagemann, 1996).
According to Stipek, Feiler, Daniels, and Milburn (1995),
"More and more kindergartens are adopting prescribed,
commercially prepared curricula that are often extensions
of textbook series used in the early grades of elementary
school and that focus on a narrow set of academic
outcomes" (p. 209).

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Children who enter these programs without preschool

experience have a difficult time and many are doomed to
failure. Daniels (1995) feels research studies suggest that
children having high quality preschool experience achieve
at a higher level than those who do not receive any, both
academically and in attitudes to future learning.
Gelfer and McCarthy (1994) concur with opinion by
stating that children now enter kindergarten with a wide
range of skills and past experience in many diverse
preschool settings. On the other hand, many children who
enter kindergarten without any preschool experience are not
ready to participate successfully.

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Grissom (2004), Stipek (2002), Graue and DiPerna

(2000), and Crosser (1998)
Current literature on kindergarten readiness examines the
relationship between age and academic achievement as well
as comparative perceptions of teachers, parents, and students
regarding readiness skills. This literature review provides a
clear, explicit picture of the importance and effects of age on
readiness.
Furthermore, the literature reviewed here examines the
effects of delayed entry, not only as children enter school,
but also as they progress through school.

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This literature review first examines the relationship

between age and academic performance. The research of
Grissom (2004), Stipek (2002), Graue and DiPerna
(2000), and Crosser (1998) will provide evidence that
delaying school entry and using age as an indicator of
readiness does not, in fact, result in better academic
performance, and may even result in long-term negative
academic and social consequences.

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With an understanding of the effects of age on academic

performance, the study done by Dockett and Perry (2004)
exploring the varying perspectives of readiness identified
by parents, teachers, and students will be examined. These
perceptions and their relationship to theories of
development will be reviewed.

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Methodology:

• The purpose of this study was to inspire and help

the teacher’s reflect the data and information of
this research to identify and create effective
teaching strategies or methods to support and
assist the learning of the kindergarten pupils in the
new normal mode of learning. In this way, the
teacher’s or educators should do what they can
offer in order to meets the students’ individual
needs.

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Research design
• This study uses descriptive research. The descriptive
method will be use to provide a detailed, rich description
of the final product of the study. By using questioner, it
will guide the researcher in data gathering. Because this
design will provide fact and information. The response
of information will have gathered by means of collecting
data from teachers, parents and students through
interviews using electronic devices.

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Research Locate
•The researcher selected Brgy,Antipuluan Elementary
School as research site based on the said criteria below;

1. Safest place that we know especially during this

covid 19 pandemic.
2. Easy to reach due to the nearness at researcher’s
house.
3. The place is no longer unfamiliar to the researchers
because one of them reside nearly to the said site.
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Research Instrument

• The research will use an interview guide that are semi-

instructed questionnaires consisting of open-ended
questions. They will be interviewing selected
respondents. The questions will be flexible and will
allow the researchers to explore and seek the frame of
references.

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Data Gathering:
• For this study,necessary data were gather via different
electronic devices,by use of semi-structured interviews
techniques allowed us to collect information to answer
the research question.The interviews was semi-
structured since it was conducted from script that
allowed the interviewer to prepare information and
familiarize him/herself with the topic being investigated
.The central questions were open,

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which encouraged the interviewee, such as teachers and

students to express flexible and comprehensive answers.
And also through interview allowed the respondents
ideas, beliefs and assumptions of learning strategies and
their impact used on the learning process to approached
and understood. Furthermore the question for the
interviews was sent to students and teachers via the
institution’s e-mail system. It was addressed to all
kindergarten pupils and their teachers and was notified
through different electronic media.

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References
 

• https://files.eric.ed.gov by LB Smith 2005

• https://dc.etsu.edu/etd/3207 by James Wernke Jr.
May 2017
• https://files.eric.ed.gov by Dona G. Perry
February 1999
• https://files.eric.ed.gov by San Rafael CA 2005
• Books, Journal and Finished Research Paper.

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