CALIFORNIA STATE UNIVERSITY, NORTHRIDGE Filipino Culture in the Preschool Setting: Flipping What We Know About Traditional Filipino Values A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Education, Educational Psychology By Czarina Marquez May 2017
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
Filipino Culture in the Preschool Setting: Flipping What We Know About Traditional Filipino Values
A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Education,
Educational Psychology
By Czarina Marquez
May 2017
ii
The graduate project of Czarina Marquez is approved by: _______________________________________ ______________ Joannie Busillo-Aguayo, Ed.D. Date _______________________________________ ______________ Katie Leon, M.A. Date _______________________________________ ______________ Carrie Rothstein-Fisch, Ph.D., Chair Date
California State University, Northridge
iii
ACKNOWLEDGMENTS This thesis is inspired by the lives of several Filipino children who have not been exposed to the beauty of traditional Filipino culture. Throughout the course of this thesis, I have been graced with the support of my outstanding professors, colleagues, family and friends. The last semester was a whirlwind of challenges that I could have not overcome without the tireless encouragement and thoughtful advice that I received from these remarkable people. To my professors, Dr. Carrie, Dr. Joannie, and Professor Katie, I have learned so much from your classes, teaching styles, and assignments. I will forever be grateful to Dr. Carrie’s infamous 12-sentence paper, which taught me the beauty of writing coherent sentences. The realization that a written document is not measured by the number of pages that it contains but the amount of edits each sentence underwent to be included in a paragraph will forever be my standard for writing. My experience with Dr. Joannie and her passion to reach out to the community to make a difference in the lives of children kept me motivated in extending the boundaries of my research. Finally, Professor Katie, my advocate, her sincere interest to my concerns made so much difference in the way that I saw my place in the program. She made it possible for me to let myself be more engaged in the program. The best results that came out of this program (aside from the MA Degree) are the relationships I was able to build and rekindle. The wonderful ladies that I have met throughout this journey, Anya, Maha, Alma, Heather, Liliana, Samantha, Eileen, Radha, Darcy, Mane, Monika, Bonnie, Nancy, Priscilla, and many more. These ladies made my
iv
graduate years colorful. The discussions we have in class were the highlights of every semester. My family was the wind beneath my wings, they provided me with the resources and endless moral support that made it possible for me to withstand the challenges of being in a foreign country and missing the opportunity of making memories with them. The last semester of my graduate years were the toughest and in so many ways I cannot be thankful enough to the people who walked me through those dark moments of self-doubt.
v
TABLE OF CONTENTS SIGNATURE PAGE ii ACKNOWLEDGMENTS iii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x CHAPTER 1: INTRODUCTION 1
Statement of the Problem 1 Purpose of the Project 1 Significance of the Study 2 Definition of Terms 3 Preview of Thesis 7
CHAPTER 2: LITERATURE REVIEW 9 A Brief History of the Philippine Islands 9 Asian Immigrants and Their Attitude Towards Acculturation 11
Hypothesis 11 Methodology 11 Participants 11 Instrumentation and Procedure 12 Results 13
Immigrant Families’ Values and Expectations 14 Hypothesis 14 Methodology 14 Participants 14 Instrumentation 15 Procedure 16 Results 16
Filipino Cultural Values and Traditions 17 Hypothesis 17 Methodology 18 Participants 18 Instrumentation 18 Procedure 19 Results 19
Immigrant Families and Their New Community 20 Hypothesis 20
vi
Methodology 21 Participants 21 Instrumentation and Procedure 21 Results 22
Culture in the Preschool Setting 23 Hypothesis 23 Methodology 24 Participants 24 Instrumentation and Procedure 24 Results 25
Summary of Literature Review 27 CHAPTER 3: METHODOLOGY 28
Participants 28 Human Subjects Protocol 30 Procedure 30 Instruments 31 Data Management 33
CHAPTER 4: RESULTS 34 Participant Responses 34
What Are Your Thoughts and Impressions About Preschool Education? 34 What Is Important for a Preschool to Have? 35 What Are Your Top 3 Goals That Children Have to Learn in Preschool? 37 How Is Diversity Supported Inside the Classroom? 38 Did You Attend Preschool in the Philippines? What Was That Like? 40 In What Way Do You Think Children Learn Best? 41
Domain Ratings 43 CHAPTER 5: DISCUSSION AND CONCLUSION 46
Summary 46 Findings and Discussion 47
Early Childhood Experiences 47 Defining Educator and Parent Roles 47 Tagalog Versus English Language 48 Gossip as a Means to Fit In 49 Language Choices: Formal Versus Informal 50 Unique Filipino Values 51
vii
Limitations of the Study 54 Implications for Educators and Parents 55 Recommendations for Future Research 56
CHAPTER 6: AFTERWORD 57 REFERENCES 59 APPENDIX A: HUMAN SUBJECTS APPROVAL LETTER 62 APPENDIX B: PROJECT INFORMATION FORM 64 APPENDIX C: CONSENT FORM 70 APPENDIX D: COVER LETTER 74 APPENDIX E: RECORDED TRANSCRIPTION 75 APPENDIX F: TEACHER INTERVIEW QUESTIONNAIRE 96 APPENDIX G: PARENT INTERVIEW QUESTIONNAIRE 98 APPENDIX H: DIRECTOR INTERVIEW QUESTIONNAIRE 100 APPENDIX I: PARTICIPANT DOMAIN RATING 103
viii
LIST OF TABLES Table 3.1 Demographic Profile 29 Table 3.2 Domain Selection Matrix 33
ix
LIST OF FIGURES Figure 4.1. Average of Domain Ratings 44 Figure 4.2. Group Average of Domain Ratings 45 Figure 5.1. Philippine National Symbols 53 Figure 5.2. Costumes Around the World 54
x
ABSTRACT
Filipino Culture in the Preschool Setting:
Flipping What We Know About Traditional Filipino Values
By
Czarina Marquez Master of Arts in Educational Psychology and Counseling
Cultural values and tradition are at risk whenever a family moves away from their country of origin. This study interviewed eight Filipino immigrants who were administrators, teachers, or parents from one preschool in Los Angeles, California. Participants were asked questions about their opinions and perceptions about preschool education in an attempt to discover Filipino-based expectations. Furthermore, participants were also asked to identify developmental goals and values for the preschool children. The findings identified interesting themes such as the use of Tagalog and English, the importance of good conduct, and the high value of school readiness.
CHAPTER 1: INTRODUCTION “Ang hindi magmahal sa sariling wika ay higit pa ng hayop at malansang isda”
(He who does not love his own culture is nothing more than an animal or a stinking fish) – Dr. Jose Rizal, Philippine National Hero
In 2015, about 244 million people were reported to have moved away from their country of origin to migrate into different countries to find better livelihood (United Nations Population Fund, 2015). In California alone, nearly 21.5% (n ≅ 8 million) of the population is reported to be composed of immigrants since 2000 (U.S. Census Bureau, 2010). This change in the dynamics of population improves the diversity of culture and people throughout the state of California (Choi & Thomas, 2009). To date, Filipinos are among the largest Asian populations that reside in California, with a total population of 1,195,580 Filipinos in California as of 2010 according to the U.S. Census Bureau (Healthy City, 2010).
Statement of the Problem The implications of having multiple cultures in one community indicates the need
to find commonalities that will promote harmonious co-existence (Choi & Thomas, 2009). As immigrant children become part of the American culture, what can educators do to help them navigate between home and school cultures? Specifically, what does research say about traditional Filipino values and how these are maintained and kept strong in the new home country?
Purpose of the Project This thesis will identify what principles are valued in the Filipino culture that may or may not be represented in their children’s preschool setting in Los Angeles.
2
Specifically, this study will explore family, teacher, and administrator values in a school serving a large number of Filipino families who comingle with others from their wider community in Los Angeles.
Significance of the Study Adapting to a new environment seems to be the struggle that immigrant families
face upon moving into a new country, from adapting to the differences in cultural perspectives to the intricacies of navigating the community and finding their support system (Neidell & Waldfogel, 2009). However, moving to the United States appears to be the better option for immigrants despite the struggle because their motivation lies within their aspirations and expectations that living in the United States would provide better lives for their families (Alfred, 2001). Boyer (2013) discovered that addressing each individual’s culture in the classroom helps a child acquire self-regulation and emotion regulation strategies that will help them adapt faster and easier in the educational setting.
Aside from research supporting cultural representations in the classroom, a study by Choi and Thomas (2009) revealed that the way the host country accepts or rejects immigrants greatly influences how they positively adjust in their new environment. For example, if a host country ostracizes immigrants (marginalize) it may be likely that the immigrant population will either avoid interacting with people from the host culture (separate) or give up their original cultures, language, and traditions to embrace the host culture (assimilate) (Choi & Thomas, 2009). However, if the host country fosters the amalgamation of immigrants (integration) then it is likely that immigrant cultures would be maintained through passing of culture, language, and traditions through generations
3
which will result in a bicultural or multicultural orientation and prevention of acculturation-related problems (Choi & Thomas, 2009).
In the current study, administrators, teachers, and parents who are all Filipino and who are from the same preschool, will describe their goals for the children they care for together. Using individual interviews with eight participants, this thesis describes their ideas and values for young children.
Definition of Terms The following are definitions that will assist in understanding the study.
Acculturation: “A process of adaptation and culture modification that occurs as a result of continuous contact between two different and distinct cultures” (Choi & Thomas, 2009, p. 77).
Assimilation: “Giving up one’s original culture in favor of the host culture” (Choi & Thomas, 2009, p. 77)).
California Preschool Domains: “Describe competencies—knowledge and skills—that most children can be expected to exhibit in a high-quality program as they complete their first or second year of preschool” (California Department of Education, 2008, p. xi).
Culture: “Consists of the historically accumulated knowledge, tools and attitudes that pervade the child’s proximal ecology, including the cultural “practices” of nuclear family members and other kin.” (Cole & Bredikyte, 2010, p. 1).
Emotional Restraint Value: “A form of self-control and self-discipline that makes individuals regulate their actions. This kind of behavior is valuable for Asians because it facilitates positive relationship and harmony with others. In the school
4
context, the students restrain themselves from answering back to authority figures, show positive reactions even when their work is critiqued, and have a courteous attitude when speaking with teachers” (Magno, 2010, p. 72).
English-Language Development Domain: “Specifically designed for children entering preschool with a home language other than English” (CDE, 2008, p. xiii).
Filial Piety Value: “A significant predictor of valuing education indicates that the family and the kind of socialization that occurs in the family is a mechanism for seeing education as an integral part of their life” (Magno, 2010, p. 72).
Health Domain: “Describe what children should know about health when provided with high-quality education in preschool and which health habits and practices should become part of their daily routines” (CDE, 2008, p. 71).
Hierarchical Family Structure Value: “Preservation and enhancement of the welfare of people with whom one is in frequent personal contact” (Magno, 2010, p. 66).
Higher Expectation for Achievement Value: “Accounts largely in explaining valuing education through the excellence exerted by students in school. This standard is expected by the family, teachers, and peers to be maintained. Deviation from the standards creates a bad conception about the student” (Magno, 2010, p. 72).
History-Social Science Domain: “Prepares children for a broad range of adult responsibilities and goals; therefore children’s appreciation for history, culture, geography, economics, civics and citizenship, the global environment, and individual identity in a cultural and racial context is essential to their education, as are basic capacities in language, mathematics, and the physical sciences” (CDE, 2008, p. 1).
5
Immigrant Families: “With parents who immigrate to enhance their children’s circumstances may nevertheless initially find themselves confronted with unexpected parenting challenges, many of which are related to acculturation” (Bornstein & Bohr, 2011, p. 4).
Integration: “Valuing one’s own culture while at the same time interacting with the host culture” (Choi & Thomas, 2009, p. 77).
Language and Literacy Development Domain: “These preschool learning foundations identify key competencies typical of children who are making progress toward being ready for kindergarten and becoming fluent communicators and readers” (CDE, 2008, p. 47).
Marginalization: “Means not actively maintaining one’s own original culture or the host culture” (Choi & Thomas, 2009, p. 77).
Mathematics Domain: “Focusing on the child’s readiness for school in the domain of mathematics learning acknowledges that there must also be appropriate social-emotional, cognitive, and language development as well as appropriate motivation” (CDE, 2008, p. 143).
Perseverance and Hard Work Value: “Personal success through demonstration of competence according to social standards” (Magno, 2010, p. 66).
Philippine Standards: “Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and, adopts the general principles of the National Early Learning Framework (NELF)” (Republic of the Philippines Department of Education, 2015, p. 4).
6
Physical Development Domain: “Physical development, including fundamental movement skills, perceptual–motor skills, and movement concepts, provides the foundation for much of what preschool children do throughout the day” (CDE, 2008, p. 37).
Respect for Authority: “Respect, commitment, and acceptance of the customs and ideas that traditional culture or religion provides the self” (Magno, 2010, p. 66).
Science Domain: “Through exploration and experimentation with objects and materials in their home or preschool environment, children learn the properties of objects: size, weight, shape, what they are made of, their function, and how they move. They discover what different animals and plants look like and how they live, grow, and change over time. Everyday experiences provide children with many opportunities to ask questions, to make sense of what they observe, and to build a coherent understanding of the world around them” (CDE, 2008, p. 48).
Separation of cultures: “Valuing one’s original culture and avoiding interaction with the host culture” (Choi & Thomas, 2009, p. 77).
Social Development Domain: “Children are expected to develop basic concepts pertaining to her/himself and how to relate well with other people in his/her immediate environment and demonstrate awareness of one's social identity” (RPDE, 2015, p. 5).
Social-Emotional Development Domain: “Behavior reflecting age-appropriate competency for children in the 40- to 47-month age span and children in the 52- to 59-month age span” (CDE, 2008, p. 1).
Values Education Domain: “Children are expected to show positive self-concept, respect and concern for self and others, how to follow and behave appropriately in
7
various situations and places, manifest love of God, country and fellowmen” (RPDE, 2015, p. 5).
Visual and Performing Arts Domain: “offer preschool children many ways to experience playful exploration, self-expression, creativity, and the joy of learning” (CDE, 2008, p. 1).
Preview of Thesis Traditional values are important in maintaining relationships within families and
accepting the specific attributes that have been inherited through generations of life (Boyer, 2013; Cole & Bredikyte, 2010). Hence, cultural values of immigrant families can only be regarded as authentic from the perspective of immigrant families themselves. In preparation for this, Chapter 2, the Literature Review, will describe five studies related to immigrant families. The selected articles that are revealed in Chapter 2 will guide the process of discovering the struggles of immigrant families, the impact of parental culture towards their child’s education, and how immigrant families cope with their struggles. In addition, the articles would also provide an understanding of Filipino values, and why it is important to acknowledge cultural values in early childhood education.
Chapter 3, Methodology, will outline the participants, procedure, and instruments used in this study. Chapter 4, Results, will discuss the themes based on the responses of the participants during the interview as well as represent information in forms of graphs and figures to uncover patterns. Finally, Chapter 5, will uncover the discoveries based on the responses of the participants as well as analyze these results in relation to the reviewed literature and more researches. Included in this chapter is a discussion of the themes uncovered in the previous chapter, other findings that were observed throughout
8
the process of data collection, implications for parents and educators, and recommendations for future research.
9
CHAPTER 2: LITERATURE REVIEW The concept of diversity has been a topic in discussing differences among ethnicities, characteristics, religion, fields of study, and even resources. The growing interest in discovering what constitutes differences among people, including the constant need to defend why it is important to respect and acknowledge what is unique, has brought about different kinds of studies that identify cultural diversity. This chapter will provide information about the cultural history of the Philippines, acculturation of different immigrant cultures in their new home country, and the struggles and parenting strategies of immigrant families. In addition, this chapter also includes information about Filipino and Asian cultural values, and how culture is given importance during early childhood.
A Brief History of the Philippine Islands Located in South East of Asia, the Philippine Islands is an archipelago of 7,100 individual islands with a population of more than 103 million people. The islands have been inhabited by various tribes for nearly 67,000 years until in it was discovered by the Spaniards in 1521. The Spaniards led by Ferdinand Magellan, colonized the country and introduced them to their religion. The inhabitants were converted to Catholicism and taught how to speak Spanish, provided clothes, put to work, and civilized through the enactment of law (Encyclopedia Britannica, 2017). The Philippines was under the Spanish regime for 377 years (World Atlas, 2017). Countries of power saw the strategic advantage of the location of the Philippines and because the country was situated in the middle of the ocean and had an abundance of natural resources, it was the ideal location for countries to set their military bases
10
(Encyclopedia Britannica, 2017). In 1898, America realized this advantage and offered Spain $20 million for the Spaniards to relinquish their hold on the Philippines as part of an agreement known as the Treaty of Paris. Several battles were staged between the Spaniards and Americans, where the Americans showed how they fought side by side with the Filipinos for their freedom. This brought the Filipinos to embrace their presence of Americans in the Philippines. In June 12, 1898, Americans declared the Philippines free but in return requested to build their military bases in the country. The Americans shared their language, literature, music, education, food, fashion, and commercial products, while the Filipinos adored their western influence (Encyclopedia Britannica, 2017). The American occupation lasted for 48 years. In 1939, the Prime Minister of Great Britain declared war against Germany, and the Allied and Axis forces were at war. The Philippines, having military bases of the United States was caught in the war. After the attack at Pearl Harbor, the Japanese slowly invaded the Philippines and took over the American military bases in 1944. The Filipinos rejected the Japanese due to the manner of how they took over. However, the Japanese were able to impart their cultures such as discipline and respect among the Filipinos. The Japanese occupation lasted for 3 years until the Americans were able to come back and take over (Encyclopedia Britannica, 2017). The Philippine culture is a mix of different cultures that come from invaders and visitors to the country. Chinese investors were one of the visitors of the country who decided to stay and make their lives in the country. The Chinese immigrants to the Philippines shared their business acumen, hardworking nature, traditions, and value for family to the Filipinos. To date, the Philippines is making efforts to make the country a
11
tourist destination and many Asians such as Koreans and Indian Asians flee to the Philippines to either learn English, procure cheaper goods, find business ventures or restart their lives, because the people are warm and their culture is accommodating (Philippine Department of Tourism, 2009). The next article will identify how Asians, including Filipinos, who migrate to a new country adapt to their new culture and how they support their home culture.
Asian Immigrants and Their Attitude Towards Acculturation Hypothesis
Choi and Thomas (2009) examined how the availability of social supports affects the acculturation attitude of Asian immigrants (Koreans, Indians, and Filipinos). Choi and Thomas (2009) identified five factors that could affect acculturation among immigrants: acculturation attitudes, social support, length of residence in the host country, level of education and fluency in the English language. Length of residence, level of education and fluency in the English language were factors used as independent or demographic variables in the study while acculturation attitudes and social supports were measured as dependent variables. Methodology
Participants. Choi and Thomas (2009) acquired permission to conduct surveys among attendees of churches and other places of gathering for a total of 3 months. The survey forms were handed to coordinators of the Korean, Indian, and Filipino churches to be distributed among interested members. Once the forms were completed they were returned in a sealed envelope back to the coordinators. There were a total of 242 (N = 242) participants in this study with 34% Koreans (n = 84), 34.3% Indians (n = 83), and
12
31% Filipinos (n = 75). The sample also consisted of 46% male (n = 109) and 54% female (n = 128), with ages ranging from 18- to 94-years-old, 36.4% had obtained a Bachelor’s degree or higher degree. In addition, 43% self-rated their proficiency with the English language as ‘very good’ or ‘excellent’ (Choi & Thomas, 2009).
Instrumentation and Procedure. The study used three instruments: (1) demographic questionnaire, (2) Acculturation Attitude Scale (AAS), and (3) Social Support Index (SSI). The demographic questionnaire contained questions about gender, age, educational attainment, length of residence in the host country and a self-rating of their English fluency. The AAS is a 17-item, 5-point Likert scale, ranging from 1 ‘strongly disagree’ to 5 ‘strongly agree’, designed to measure personal attitude and belief towards various situations that may or may not reflect a cultural preference. This test scored a reliability coefficient of 0.76. On the other hand, the SSI is 17-item, 5-point Likert scale, ranging from 0 ‘strongly disagree’ to 4 ‘strongly agree’, that measures the level of involvement or social support within communities, families, and friends. The study considered 12 appropriate items from the original SSI questionnaire and rendered a reliability coefficient of 0.64. The instruments were written in English, none of them were translated into another language (Choi & Thomas, 2009).
Data was collected and analyzed in four ways. A demographic analysis based on the three independent variables including age of the respondents was conducted, then the AAS and SSI were scored based on how the assessment tools were designed, the results were then subjected to a one-way Analysis of Variance test (ANOVA) to examine the differences among the three ethnicities. Pearson’s correlation was then used to examine the relationship between the dependent and independent variables. Finally, the
13
researchers used multiple regressions to identify the most significant predictor variable of acculturation (Choi & Thomas, 2009). Results
Correlating the scores from the AAS and the demographic profile of the participants, the researchers found that length of residence in the host country (r = 0.117. p < 0.001), educational attainment (r = 0.126, p < 0.001) and English proficiency (r = 0.590, p < 0.0001) are all significant indicators of acculturation among Asian immigrants. A correlation of the SSI and the demographic profile revealed that English proficiency (r = -0.386, p <0.001) and age (r = 0.150, p < 0.05) were significant indicators of involvement in social support activities, where participants who were either proficient in English or coming from extreme age groups follow a pattern of participation towards social support activities (Choi & Thomas, 2009). For example, a person who has high value for their English proficiency is more likely to be involved in community activities. In addition, the study showed that in general, teenagers are less likely to be involved community activities as compared to people who are older in age.
Scoring and performing a one-way ANOVA of the SSI, the researchers found that older participants were more likely to receive or engage in socially supportive situations, and participants who are proficient in the English language were less likely to seek or engage socially supportive events. Education and length of residence were factors that did not produce a significant relation with social support. Whereas, the Pearson’s correlation revealed that between acculturation attitudes and overall social support (r = -0.157, p < 0.05), “respondents who had higher scores on the items of acculturation attitude were less likely to receive social support” (Choi & Thomas, 2009, p. 81).
14
However, a linear regression analysis revealed that social support from friends and the ability to speak English fluently were two significant predictor variables. Regression analysis of individual ethnic groups revealed that Koreans and Filipinos developed better acculturation attitudes when they participated in cultural activities. The researchers then identified that a “greater connection and affiliation to their cultures of origin is more likely to produce a positive acculturation attitude” (Choi & Thomas, 2009, p.83).
How does the connection and affiliation to the home culture affect parenting? The next article will describe how immigrant parents impose their home culture among their children and how decisions on child care and preschool are identified culturally.
Immigrant Families’ Values and Expectations Hypothesis
Koury and Votruba-Drzal (2014) examined choices by immigrant parents regarding their preference for home- or center-based education for their children based on their culture of origin. This was then correlated to either a high or low academic achievement at age 5. Included in the study is a differentiation of a parents’ regions of origin and patterns that show how parents are likely to decide a specific childcare based on their cultural upbringing (Koury & Votruba-Drzal, 2014). Methodology
Participants. The participants of the study were families who had been part of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a nationally representative sample, taken from 2001 to 2007. The criterion of qualifications for the current study were: family with a child with no disability, not adopted, with parents not younger than 15-years-old, and had completed the questionnaires. In this study, 6,200 (N
15
= 6,200) families were qualified and grouped in the following ethnic categories: White (n = 2,600), Asian (n = 50), Multicultural (n = 450), African America (n = 950), Hispanic (n = 550), and Native American (n = 250). None of the children included in the study were immigrants, instead these children were born in the United States to at least one immigrant parent who was not English-proficient (Koury & Votruba-Drzal, 2014).
The study made use of existing records from the ECLS-B, however the researchers only considered information related to the study. The demographic information of the child such as race/ethnicity, having an older sibling, age, and gender of the child, were used together with information about mediator variables such as home environment and childcare setting from birth to kindergarten was used in the study. In addition, parent information such as race/ethnicity, educational attainment, maternal employment, marital status, number of children, family income, English language fluency and country of origin of both parents for immigrant families was also used in the study (Koury & Votruba-Drzal, 2014).
Instrumentation. The research also identified measuring tools that were used with the children when they reached the age of 5. Among the instruments used to measure the reading and math skills of the children were the Peabody Picture Vocabulary Test, PreLAS 2000, Preschool Comprehensive Test of Phonological & Print Processing and the Test of Early Mathematics Ability. In addition, to measure the home and childcare environment, the parents were required to answer standardized forms such as the Home Observation for Measurement of the Environment Inventory (HOME), National Household Education Survey (NHES), and conduct the Two Bags Task to “code for parent-child interaction for the degree of cognitive stimulation, emotional
16
supportiveness, and parental negativity” (Koury & Votruba-Drzal, 2014, p. 272). In addition, parent interviews revealed whether their child was enrolled in any child care setting and how many hours their child spent there per week (Koury & Votruba-Drzal, 2014).
Procedure. After the data was screened and collected, the information was subjected to a theoretical model showing the direct and indirect effects of parent region of origin towards the mathematical and reading skills of their children at age 5. The model used by the researchers had three pathways where one is mediated by home environment leading to academic skills, another mediated by childcare arrangements and one pathway that directly associated parental region of origin as basis for academic skills. Results
After subjecting the variables in a hierarchical regression model to obtain approximate values of the indirect or mediator variables, the study revealed that Indian Asian children scored the highest in both reading (Mr = 54.20) and math skills (Mm = 47.86), followed by East Asians/Pacific Islanders (Mr = 48.57, Mm = 47.10) , European (Mr = 48.57, Mm = 47.10), African (Mr = 41.16, Mm = 43.39), South American (Mr = 40.80, Mm = 40.88), South East Asians (Mr = 40.70, Mm = 42.14), U.S. Territories/non-Spanish speaking Caribbean (Mr = 39.53, Mm = 39.04), Middle Eastern (Mr = 38.21, Mm = 39.99), Central America/Spanish Caribbean (Mr = 35.97, Mm = 38.02), and Mexican (Mr = 32.41, Mm = 35.36) (Koury & Votruba-Drzal, 2014). The descriptive statistics of the study, Indian Asians and Mexicans both had the lowest percentage of working mothers however both are on extremes when number of children are considered: only 9.55% of Indian Asians reported to have older siblings while 35.93% of Mexicans have
17
more than one child. In addition, a direction in favor of center-based care appeared during the preschool age which was consistent in all the ethnic races except Mexicans who opted for parent care. Indicating that center-based learning benefits the achievement on reading and math skills among children age 5. The results of this study also suggest that different parenting styles brought by cultural values based on parents’ region of origin affects decision making of parents as well as their child-rearing strategies. When parents from a culture that places a high value on collectivism, such as Mexican and Asian cultures, they preferred to keep their children in home care before kindergarten as compared to families who are more culturally individualistic, with an exception of educated parents (Koury & Votruba-Drzal, 2014).
Parents from different cultures struggle to connect their home culture, with their children’s home culture. Making decisions related to cultural upbringing, such as home based care, versus what is perceived as normal in the new country, such as early preschool learning, are dilemmas that would give their children advantages later as they enter formal education. In the study by Koury and Votruba-Drzal (2014), a group of immigrants that seem to strive in kindergarten are Asians. The next article will identify the known Asian values that Filipinos value. These values will be tested among Filipino students to identify which values contribute to better educational performance.
Filipino Cultural Values and Traditions Hypothesis
Magno (2010) investigated whether Asian traditional values or personal epistemological beliefs, specifically valuing the complexity and structure of learning, can predict how Filipino pre-service teachers value education. What characteristics of Asians
18
and Filipinos contribute to their belief that learning is valuable (Magno, 2010)? The study by Magno (2010), compares and identifies Asian and Filipino values to explain how cultural values affect educational performance. Methodology
Participants. The participants consisted of 362 Filipino college students in the Philippines who were enrolled in different teaching courses to complete their Bachelor’s degree from different universities. The participants for the study were ages 17 to 18 years old only, in order to account for the validity of the study, since “epistemological beliefs [were] said to change within a specific age group” (Magno, 2010, p. 66). There were no specifications about gender differences throughout the study.
Instrumentation. The study used three different scales: the Schommer Epistemological Questionnaire (SEQ), the Asian Values Scale (AVS), and the Indication with School Questionnaire (ISQ). The SEQ is a 17-item, 5-point Likert scale ranging from 1 (strongly agree) to 5 (strongly disagree) which contains 10 statements that measures an individual’s value for complex instructions (α = 0.73) and 7 statements to measure for value of structured learning (α = 0.70). The AVS used in the study contained 25 items divided into eight factors or traditional Asian values (emotional restraint, collectivism, filial piety, high expectation for achievement, respect for authority, respect for education, perseverance and hard work, and hierarchical family structure). The AVS is a 4-point Likert scale with 1 being ‘strongly agree’ to 4 ‘strongly disagree’, with a Pearson reliability of 0.72 and item reliability of 0.94 across all participants of the study. The ISQ is a 16-item, 4-point Likert scale (1-‘strongly disagree’ to 4-‘strongly agree’) that contains two dimensions, which are belongingness in school and value for education.
19
The study only used one dimension which was value for education, which contained 7 items with an item reliability of 0.97 however Pearson reliability was only 0.32. For purposes of the study, all the instruments used were translated in Tagalog and were made available in two languages (English and Tagalog) (Magno, 2010).
Procedure. Three tests were administered to 362 college students, who were informed that there are no ‘right’ or ‘wrong’ answers, not to leave any item unanswered and to take their time in answering each item. Once testing was complete, the researcher examined the contents of the measurement tools with the participants and explained the purpose of the study. Data was then computed for standard z scores in order to subject the data in a standard multiple regression and a hierarchical multiple regression (Magno, 2010). Results
The study revealed through the standard multiple regression that the following values contributed more to Filipino students’ scores on their concept of high regard for education, as compared to the other values measured in this study: complexity of instruction (p < 0.00), high expectation for achievement (p < 0.00), filial piety or high regard for family approval (p < 0.00), emotional restraint (p < 0.01), and structure of learning (p < 0.04), (Magno, 2010). As for the hierarchical multiple regression based on which Asian value is most important, the researcher found that emotional restraint (p < 0.00) and higher expectation for achievement (p < 0.00) significantly affected value for education in addition to filial piety (p < 0.00) and hierarchical family structure (p < 0.00). Respect for authority (p < 0.99) and respect for education (p < 0.19) had little effect as compared to the other factors on the participants’ value for education (Magno,
20
2010). Results from the response of the participant indicate that Filipino students have a high value for education because of their inherent cultural upbringing. Filial piety, high expectation of achievement, respect for authority, and emotional restraint were factors that are imposed learning from family socializations that affect how the other factors such as respect for education, complexity of instruction, and structure of learning are perceived by the students.
Filipinos, like everyone have a set of values that have been influenced by their culture’s environment and how it is perceived by that individual. Specific Asian values do contribute to academic performance and even outside of Asia; Asians are known for their regard for educational achievement. The existence of communities in the United States that specialize in a culture such as Chinatown, Historic Filipinotown or Koreatown suggests that authentic Asian practices may be preserved and practiced in those areas. The next article will describe how immigrant families comingle with their resources as they start in the country, whether or not the availability communities or resource centers within proximity is enough to be accessible to the starting immigrant family. To what extent do immigrant families select early childhood programs for which they are eligible?
Immigrant Families and Their New Community Hypothesis
A study by Neidell and Waldfogel (2009) worked with an economic model and premise that a program that offers services to families should attract participation if the benefits of doing so exceeds the costs, which in the case of Head Start, there should not be any costs (p. 708). Hence, if a family is eligible for services from Head Start, why are they not acquiring these services (Neidell & Waldfogel, 2009)? The study by Neidell and
21
Waldfogel (2009) identified two factors that might contribute to immigrant families’ participation in Head Start programs: transportation costs and availability of information. Methodology
Participants. The participants of the study were immigrant families who have been part of the Early Childhood Longitudinal Program – Kindergarten (ECLS-K), a nationally representative sample, taken from 1998-1999. The criterion of qualification from a large data bank were: Immigrant Family with a child with no disability and had completed the questionnaire throughout all the screening waves. A total of 1,619 (N = 1619) families qualified for the study, among these families only 385 received services from Head Start with only 188 verified enrollments (Neidell & Waldfogel, 2009).
The study made use of existing records from the ECLS-K, however the researchers only considered information related to the study, which were limited to race/ethnicity, how long ago the family migrated, poverty status, central city or suburban residence / the state of the residence, ownership of private transportation, catchment area or census tract of the family residence and participation of families in Head Start or other public services. Information about the availability of a Head Start in the census tract, the presence of a non-profit service or church within the area and presence of other public child care services within the area were gathered from records from the National Center for Charitable Statistics (NCCS) Business Master File (2000). The population was then categorized into three racial groups: White, Black, and Hispanic (Neidell & Waldfogel, 2009).
Instrumentation and Procedure. With the data gathered, the researchers coded the responses and delegated that would account for the likelihood of families to
22
participate in a Head Start program with dependent variables being their location and living conditions. To test whether information and transportation costs affected family participation in Head Start programs, the researchers devised a statistical formula to test three statements: that the demand for Head Start increases with proximity to (1) an existing Head Start, (2) families who typically use public transit, and (3) families who have migrated most recently. Once data was subjected to the researchers’ formula, information was compared to the Head Start availability in each location of the family’s census tract and their state of residence (Neidell & Waldfogel, 2009). Results
Using the Head Start formula devised by the researchers, the availability of services along the families’ census tract significantly affected their participation in these programs (p < 0.03) indicating that, without centers in the area of residence of an immigrant family, it is unlikely that they will participate in any free service programs. Another analysis of the data examined a percentage of Head Start participation based on transportation cost as a variable across four categories: low car ownership, high car ownership, high public transit and low public transit. In locations where Head Start is available and where some of the participants reside, the researchers identified whether or not families had a means of transportation or an availability of public transportation within that area. According to the data based on the categories, families with high public transit (p < 0.03) and low car ownership (p < 0.04) have participated in Head Start programs as compared to families with low public transit (p < 0.08) and high car ownership (p < 0.05). Results indicating that immigrants who owned a car or had limited access to public transit but have a Head Start center within their area are more likely to
23
refuse participation in Head Start programs even when the services are free. In addition, this analysis showed that there is possibly a 14% increase in Head Start enrollment if more centers were created closer to each other in the same catchment area.
Similarly, data was also examined with the availability of information as a variable and was measured across immigrants’ length of residence who reside near a Head Start location. These were divided into three categories: immigrants who migrated in: less than 5 years (p < 0.09), between 5 to 10 years (p < 0.09), and more than 10 years (p < 0.03). This analysis showed that immigrants benefit from having a center in their census tract, and immigrants who have been in the country more than 10 years are more likely to participate in Head Start programs (Neidell & Waldfogel, 2009).
Immigrant families figure out ways to adapt to the new country within their means, and countries who have housed immigrants have adjusted their policies and requirements to make sure families and their children are provided fair opportunities and support (Neidell & Waldfogel, 2009). The next article will explore how the preschool setting has adapted to support the social emotional growth of children from different cultural backgrounds through the voices of culturally diverse parents.
Culture in the Preschool Setting Hypothesis
Boyer (2012) explored how a cultural portrait of families effects preschool education as a means for their children to practice their cultural values, and develop self-regulation and emotion regulation, through the socialization available in this setting. Using an ethnographic research design, Boyer (2012) conducted observations and focus group interviews among parents who have identified their children as culturally diverse.
24
The study by Boyer (2012), attempts to collect qualitative descriptions from families about how the development of self-regulation and emotion regulation is introduced through their individual cultures. Methodology
Participants. The researcher conducted the study among 27 families that were purposively selected from a pool of 150 families who had participated in a larger, previous research study. The families were selected based on their ethnic diversity and location of the center to which their child is enrolled. The criteria used for the selecting the centers were teacher-established preschools, programs housed within an elementary school, programs in religious settings and urban, suburban, and rural settings. Qualifications required both parents to have culturally self-designated themselves as the following: Chinese, Filipino, First Nations, Hispanic, Indian Asian, Metis, and Mexican. Also included in the study were bi-cultural families where the father is White and the mothers are either: African American, Brazilian, Chinese, Filipino, Ghanian, Hispanic, Indian, Israeli, Japanese, Maltese, or South African. The socioeconomic status of the families varied from low income to high income.
Instrumentation and Procedure. The researcher gathered information from the participants through a focus group and 12 questions to guide the discussion. Aside from date from the focus group, the researchers conferred with the school staff about information they have gathered through researcher field notes, semi-structured parent interviews, and including 14 focus group sessions where four to nine parents participated with each session lasting from 90 to 240 minutes long. During the focus group sessions, parents were assigned a coding number in order to identify who would talk first. While
25
the focus group was in session, researchers took field notes, and journal articles were immediately written down and completed after every session. The sessions were also tape recorded and transcribed resulting in 375 pages of notes. Results
From the responses of the participants including the observations, five themes emerged: (1) adapting the child’s environment, (2) families as educators and as role models, (3) expectations for self-regulation and emotion regulation, (4) cultural preservation, and (5) desire to fit in. Adapting the child’s environment is explained by parents as the “vital undertaking of children to combine the experiences learned at home and preschool” (p. 173). In addition, parents emphasized the importance of how the preschool must support their culture and beliefs as well so that preschool can become a “conveyance for the families’ cultural values, [and] not the other way around” (Boyer, 2012, p. 173). Home and preschool were also defined separately by the parents, where home was defined as “the threshold of familiarity in acquiring moral values that help my child self-regulate and emotion regulate”, while preschool was defined as “provides different circumstances, and the children use their cultural values to distinguish what is right and wrong” (Boyer, 2012, p. 174). The families as educators and role models theme was defined in terms of being the cultural bridge where the parents teach their children what is culturally accepted by “telling your child what is right and wrong [as] an initial step” (Byer, 2012, p.175). Response from the parents, indicated how much they value what they show their children, when they described how “my child can see what I culturally stand for and what I believe in… the child gets the message about how we self-regulate and emotionally regulate” (Boyer, 2012, p. 175).
26
Expectations for self-regulation and emotion regulation included what parents had as a concrete idea about the sort of manners that they want their child to have such as saying please or thank you, parents believe that this basic quality will develop a respect for all people (Boyer, 2012, p. 176). This theme also explored how parents developed their own ways they taught cultural values leading to self-regulation and emotion regulation such as: providing situations where the child can repeatedly practice a learned behavior, having patience whenever their child would develop a resistance or regression, having consistency and persistence in implementing the behavior plan and providing tasks that the child can achieve. In addition, one parent described that “as my child is learning self-regulation and emotion regulation, he notices that things that he does and the things that he needs” (Boyer, 2012, p. 178).
The theme cultural preservation is described through the parent’s strategies to support their child’s development of self-regulation and emotion regulation through cultural practices, particularly with communicating through their home language. Most of the participants acknowledged how they assisted their children by means of showing love and affection through their home language and that “cuddle and hug…and compliment in Spanish” (Boyer, 2012, p. 178). In addition, participants also shared their personal experiences with regard to expressing themselves in their own language, where they feel a “sense of strength and empowerment that comes from our cultural affiliation and connection to our family members and members of our cultural community” (Boyer, 2012, p. 180).
Desire to fit in was described by parents as a reason why children have to learn appropriate self-regulation and emotion regulation strategies. Having friends and making
27
friends were determinants of a successful adaptation to preschool as per the participants. Most parents want their children to fit into the preschool setting and be able to be socially competent, which also meant that being able to find their place within the extended cultural family.
Summary of Literature Review From the articles explored in this chapter it was discovered that a correlation
exists between when the child is placed in center-based programs and school readiness, where a child who attends center-based programs at an early age may perform better in kindergarten than a child who is solely -home-cared for before kindergarten (Koury & Votruba-Drzal, 2014). Furthermore, Boyer (2012) identified that children would have better acquisition of self-regulation and emotional regulation strategies when their cultural identity would be supported at home and school. This becomes an endeavor for immigrant families as they traverse ways on how to preserve their culture and the precautions of acculturation as directed by their environment in the new country (Choi & Thomas, 2009). In the discoveries of Neidell and Waldfogel (2009), immigrant families benefited more from having information and resources available in their areas, especially as they start their new lives in the area. Institutions that teach, support, and practice Filipino culture seem to be required in locations where the majority of Filipino families reside. Especially because the study by Magno (2010) emphasized how Filipino-Asian cultures develop educational values that are heavily influenced by culture and family.
The next chapter will describe the data gathering procedures applied in this thesis to obtain a description of Filipino values that are important for Filipino administrators, teachers, and parents in the upbringing of children.
28
CHAPTER 3: METHODOLOGY In 2002, the Filipino community in Downtown Los Angeles was renamed to
Historic Filipinotown in commemoration of the Filipino ancestors who helped build the known city (Historic Filipinotown Organization, n.d.). Within this district, a preschool has operated under Filipino administration for more than 40 years. In relation to the current study, the preschool will provide informants who will identify Filipino values and priorities of Filipino administrators, teachers, and parents. How do Filipino educators and parents view their values and beliefs for their preschool age children?
Participants Parent, teachers, and administrators of a preschool at the Historic Filipinotown were interviewed about their opinion about preschool education. There were two administrators (n = 2, 25%), three teachers (n = 3, 37.5%), and three parents (n = 3, 37.5%) who participated in the project (N = 8, 100%). All of the interviewees were immigrant Filipinos who were born in the Philippines and migrated to California. In addition, seven out of eight participants earned a bachelor’s degree from the Philippines and two of which have their Master’s degree. All the participants are fluent in both English and Filipino languages. Participants in this study were all born in the Philippines and moved to the United States due to either employment (n = 4, 50%) or to be with family (n = 4, 50%). There was only one male participant in this study (n = 1, 12.5%). The participants were fluent in both English and Tagalog languages (n = 8, 100%), however three respondents were fluent in both languages including Visayan (n = 3, 37.5%), a Filipino dialect. The majority of the participants received their bachelor’s education from the Philippines (n =
29
7, 87.5%), two of whom holds a master’s degree (n = 2, 25%) and the respondent who did not attend school in Philippines was able to take trade courses at the local community college in the United States. A teacher and an administrator applied for licensure to teach once they arrived in the United States (n = 2, 25%). All of the participants spoke Tagalog in their household (n = 8, 100%), some would practice both English and Tagalog (n = 3, 37.5%) or English, Tagalog, and Visayan (n = 3, 37.5%). Table 3.1 Demographic Profile
Country of Birth Age
Migrated
Reason for
coming to the
US Home life Language at
home Formal education
A1 Philippines 25 Family Family and Extended Family
English and Tagalog
PH: BS Accounting US: licenses and credentials
A2 Philippines 30 Work Husband and Daughter
Visayan, English, and Tagalog
PH: BA Business Management US: Associate Teacher
T1 Philippines 27 Work Husband and Daughter
Visayan, English, and Tagalog
PH: BA Special Education
T2 Philippines 34 Family Husband and Child
Tagalog PH: BA Secondary Education US: Licensed Teacher
T3 Philippines 40 Work Roommate (no children)
Tagalog PH: BA Education & MA Agriculture US: Units in Child Development
P1 Philippines 45 Work Husband, Son and Grand Daughter
Tagalog and English
PH: Master’s Degree
P2 Philippines 16 Family Wife and Daughter
Visayan, English, and Tagalog
PH: BA Commerce Management
P3 Philippines 15 Family Husband and 2 children
Tagalog and English
US: Trade Courses for Accounting
PH – Philippines US – United States
30
Human Subjects Protocol In understanding the unique characteristics of every participant and their views
and opinions regarding early childhood learning, the researcher needed to conduct interviews. Hence, an approval from an institutional review board (IRB) was requested from the California State University, Northridge – Research and Graduate Studies officials to be able to make sure that the data collection procedure will not compromise the well-being of the participants of the study. Found in appendices of this project are as follows: an email approval from Dr. Daniel N. Rastein (see Appendix A), approved project information form (see Appendix B), consent form (see Appendix C), and cover letter (see Appendix D) presented to the participants.
Procedure The participants were presented with packets containing four items: Thesis Cover
Letter, Project Information Form, Consent Form, and Return Envelope. Once the participant have read the forms and agreed to be part of the study, included in the instructions on the Cover Letter was, the participants returned the signed consent form together with a section of the letter indicating their contact number, preference, and availability for the interview, sealed in the Return Envelope. The envelope would then be dropped off in a labelled box in the office at the preschool.
The researcher then contacted the participants and confirmed their schedules. The interviews lasted from 25 minutes to 40 minutes. All the interviews were recorded with permission from the participants. After each interview the recorded information were transcribed in the original language it was received and the recordings were all deleted. For the purpose of this study, the transcription was translated to English (see Appendix E
31
for the transcription of recording both in Tagalog and English). The questions were asked first in English and followed up with a Tagalog translation when the participants took a while to answer. Responses varied from only Tagalog, only English, and Tag-lish (a combination of Tagalog and English).
Instruments The study used a questionnaire that was modified to be applicable for administrators, teachers, and parents. The questionnaire was divided into 3 parts with an additional section specifically for the administrators. Part 1 of the questionnaire contained questions that probed into the views and opinions of the participants about preschool education. The purpose of the questions was to collect information on the participants’ personal experience in early childhood learning, particularly with any sort of formal preschool education.
Part 2 of the questionnaire asked questions that reflected the demographics of the participants. This included questions about their immigration status, home life, language spoken at home and formal education. For teachers and administrators, an additional question about the California Preschool Learning Foundations was asked specifically related to the use of the Desired Results Developmental Profile (DRDP) (see Appendix F for the Teacher Interview Questionnaire).
Part 3 of the questionnaire used a Likert-scale which instructed the participants to rate a domain from 1 to 5, with 5 being very important in terms of what their preschooler must be exposed to. The domains indicated in this section were based on four documents: California Preschool Learning Foundations by the California Department of Education (2008), Standards and Competencies for Five-Year Old Filipino Children by
32
the Republic of the Philippines – Department of Education (2013), domains described by the preschool, Filipino values (Magno, 2010). (see Appendix G for the Parent Interview Questionnaire).
As mentioned earlier, one additional section of the questionnaire was specifically designed for the administrators. This section covered the history of the preschool and an understanding of the preschool’s community. The purpose of these questions was to probe into the vision of the administrators from when they first began with the preschool and their future plans for the preschool (see Appendix H for the Director Interview Questionnaire).
Thesis Domains. Included in this study are the following domains: Self-Care Skills, Social Emotional Development, Language Skills in Tagalog, Language Skills in English, Other Language Skills, Reading and Literacy Skills, Writing Skills, Health Awareness, Religion/Praying, Math Skills, Science Skills, Physical Development, Culture Skills, Values Development, Safety Skills, and Citizenry Skills. Table 3.2 summarizes the qualification for domains selected for the study. These domains were targeted to include the major areas of the California Early Learning System (CDE) as well as the Philippines standards (RPDE).
33
Table 3.2 Domain Selection Matrix Thesis Questions Domains California
Domains Philippine Standards
School Values
Filipino Values
Self-Care Skills x x x x Social Emotional Development x x x x Language Skills in Tagalog -- -- x -- Language Skills in English x x x -- Other Language Skills -- -- -- -- Reading and Literacy Skills x x x -- Writing Skills -- x x -- Health Awareness x x x -- Religion/Praying -- x -- x Math Skills x x x -- Science Skills x x x -- Physical Development x x x -- Culture Skills x x x -- Values Development -- x x x Safety Skills -- -- x -- Citizenry Skills -- x -- x
x – the domain was influenced by this guide. -- - this guide does not contain this domain.
Data Management During the collection of interview data, all of the participants, including the
school personnel, offered comments that were personal about others at the school. It was dubbed as gossip – a means for “people learn about how to live in their cultural society” (Baumeister, Vohs & Zhang, 2004, p. 111) and was omitted from the transcripts. Interestingly, this was consistent across each respondents’ comments. However, to maintain confidentiality and stay on the main focus of Filipino values, these off-topic remarks were omitted.
In the next chapter, the results of the study will be described.
34
CHAPTER 4: RESULTS In this chapter, the responses of the participants are described. The complete
transcribed and translated transcription of the interviews is found in Appendix E. There were 8 participants interviewed for this study who are categorized into three groups: Administrators (n = 2, A1 & A2), Teachers (n = 3, T1, T2 & T3), and Parents (n = 3, P1, P2 & P3).
Participant Responses What Are Your Thoughts and Impressions About Preschool Education?
A1: “I can answer in two ways: in America, pre-school is a place where they put their children and go back after work, and feel safe while they work. And that’s the purpose of preschool in America. And secondly, preschool is very critical very formative stage for children. That’s why we provide them with total package. They have to be developed physically, mentally and emotionally. The bottom line is to develop self-esteem.”
A2: “Its mission is to give excellent care while providing early childhood educational experience to guide the developmental growth for children”
T1: “My first impression is that it is good for the children. At an early age they are being taught.”
T2: “Preschool prepares children for kindergarten. They have to develop cognitive, socialization, fine and physical motor skills. Those skills are very important”
T3: “Preschool education is important in the development of children’s brains especially because they are still young to pick up good moral values.”
35
P1: “Preschool education equips the kids for the basic concepts. To better prepare them for their primary schooling”
P2: “It’s just like primary education of the child before he goes to primary school or elementary.”
P3: “Preschool education teaches children social skills to become logical learners. So I guess, basically it is beneficial for kinder and higher education.”
While the administrators and most of the teachers recognized preschool education as a means to provide experiences that will develop skills among children, one teacher and all the parents were unanimous in expressing how preschool education is a means to prepare children for kindergarten and higher forms of learning. A1 and T3 recognized how preschool education caters to the critical years of children. A1 also described preschool education as an assistance to parents who work, where the preschool provides a safe place for parents to leave their children while they work. What Is Important for a Preschool to Have?
A1: “First, the preschool environment should be safe, clean and it should provide age appropriate activities, toys and materials to the children.”
A2: “For teachers to make learning and to experience the curiosity of each child. T1: “They have to do planning and the rules and regulations have to be known to
children, so that we give them time to explore and they still know about their limitations. Everything should be guided. There has to be a plan and measurements to be followed.”
T2: “Each classroom should have a cognitive, dramatic, literacy, math and science areas that children should explore every day.”
36
T3: “Patience, continuity of the lessons. Love and care. Concern for the children. Treat them as your own. Treat them well, check on them. Check their moods.”
P1: “Proximity. Then what they offer? Time they can keep the kids…and what after school program they can offer? If the mom and dad is busy, what after school program can they offer to advance the skills of the child. Like socialization skills.”
P2: “For the school to bring us some ease, I enrolled her in preschool so that she is able to do things on her own. Sometimes it is hard for them if they separate from their parents, they develop psychological disturbances. And for parents, we can use the time to find jobs and do errands. It is hard to handle a child full time because you want to put them first. And of course you want them to keep learning how to make friends and at the same time have fun. I guess it’s fair to say that there is still quality time even when your child is not with you, when they are in preschool.”
P3: “Fully staffed to support all the children in the school. I think like a safe environment. Like knowing that my daughter will be, like when I brought her the first time, she’s confident being there.”
A common theme between A1 and P3 was the safety of the school and the adequacy of materials and support from the staff. For P1 and P2, their concern revolved around the ability of the school to accommodate their schedule with an exception of P2’s dilemma about finding a place where his child can gain independence. The teachers as well as A2 explained how it is important to provide opportunities for children to explore
37
their curiosity through planned activities, adequate centers for practicing different skills, established routines, and patient or supportive educarers. What Are Your Top 3 Goals That Children Have to Learn in Preschool?
A1: “In preschool, they have to be competent emotionally, physically. They should be socially, physically competent to be able to deal with whatever challenges are brought up to them.”
A2: “Writing, reading, and comprehension.” T1: “How to deal with other children. Read not actually on reading but interest on
literacy and communication. Start development of their communication skills.”
T2: “Children have to be exposed in numbers, letters, and shapes. Hey also have to know how to socialize with other kids and with other adults. Children also needs to be exposed in literacy.”
T3: “They can understand the visual aids by sight. Even backward way of writing, they know that, and also moral values. When they see someone fighting, they know that they are not supposed to do that. Most of the time, loving, and caring. When you see the kids when they hug. They have something to share. They share their toys.”
P1: “Manners. Although it should start at home. Relationship with others like how they deal with adults and their peers. Communication skills, written, and oral…and also math skills.”
38
P2: “To see how they respond to their classmates. When she loses her grumpiness and for her to lose her ‘spoiled brat’ attitude, she thinks it is okay for her to get mad or throw tantrums.”
P3: “Advancement of social skills, build her confidence, effective communication skills because she’s a bit shy.”
The common theme among the participants’ responses to their top three goals for preschoolers circulated around social emotional development except for A2. Under social emotional development, the themes seemed to be about communication with friends (P1, P3, T1, & T2). Meanwhile, P2 related how he wished his child will learn how to self-regulate, and T3 emphasized how children should learn moral values. Extreme differences in responses are seen between P2 and P3 where P2 compared his child to a spoiled brat and P3 would like her daughter to be more assertive. How Is Diversity Supported Inside the Classroom?
A1: “We have materials and before I thought diversity is only about the cultural background of people but diversity can also be about different food, color, and materials like books, food, and movies.”
A2: “We treat them equally, regardless of race.” T1: “One way to support the diversity is through providing them food. Other than
providing books on culture, we serve food and even invite parents to discuss their culture or ask them to wear their different national costumes. Even in counting, we sing them in Tagalog, Spanish, and English. Even Itsy Bitsy Spider we sing in different languages.”
39
T2: “Here when we do our circle time we say good morning to everybody in English, Spanish, and Tagalog. There we introduce different languages. I also ask the parents to write and translate words for us. Food is also important, some food have certain smells that can be differentiated and in that way children tie it up to culture. Cultural events are also good ways to introduce and known different cultures. Some children would refuse to try different foods, but the teachers find a way to make them try and parents would watch to see how they manage this. One mother observed and when they had to move to a different apartment she was so thankful to find out ways to convince her child to try new things. Parent and teacher relationships are very important in fostering culture.”
T3: “By role playing. Pictures and visual aid. Children here can be prejudice by skin color. Show them examples of similarity. Like you have a mom, she has a mom, too. You have a dad, she has a dad, too. We come to this school, then emphasize togetherness. Who is your teacher? You are with me, we belong together. There is another group in another class, but we can go there. We can visit them. Like with food, name the food we have. Through daily routine we emphasize that we are not too different.”
The question, “how is diversity supported in the classroom,” was asked only among the administrators and teachers, hence only five responses were available. The common theme among these five responses were about introducing different cultures through their cultural dishes or food. Two of the teachers elaborated how they expose the children to different languages by means of singing the same songs in the same tune but
40
translated in three languages, Spanish, English, and Tagalog. Cultural festivities were also mentioned as way that culture is embraced in their classrooms. Did You Attend Preschool in the Philippines? What Was That Like?
A1: “No. I think we didn’t have preschool in the Philippines before. I skipped pre-school and went to kindergarten.”
A2: “No. Back in my day, when you reach age 6 you start grade school. We didn’t have preschool.”
T1: “No.” T2: “No. Because center based education in the Philippines started in Grade 1.
Also, in the Philippines, our socialization came from meeting or playing with our neighbors. When we play we count and sometimes we count up to 100. Children will play in the streets and you will not run out of playmates. Back in the day, I remember how my grandfather would take me with him to play Bingo with his friends, he would take me to the small street stores and I would sit and play Bingo with them. Interaction between adults and children were present. Also, we had to find and be familiar with the numbers being called out to play the game. We were also introduced to different cultures. Some of our cultures were Spanish-inspired where words are similar to the actual words in Spanish. The games we play with our friends like tumbang preso (a game where you would throw your slippers to aim at a can and make the can reach a destination) developed gross motor skills. In addition, children who are unable to mingle with other children develop low self-esteem. Early childhood education is very important to children.”
41
T3: “No.” P1: “No. But her mom attended kindergarten.” P2: “No.” P3: “Yes. I went to a Chinese School. I remember there are lots of events. My
mom taught in the same school.” With a single exception of one participant, all the other participants did not attend preschool in the Philippines. However, a response from the teacher elaborated how skills were developed through socialization and experiences that were possible through a family member’s exposure of the child to society. The only participant who did attend preschool, attended a Chinese-based preschool in the Philippines where her mother worked. In What Way Do You Think Children Learn Best?
A1: “I think the goal of our school is that a happy child is a learning child. A child should be happy to be learning best. They have to be healthy. They have to be physically, emotionally, and socially balanced, right? And then, if that is complete, then they learn best. Because our motto is a happy child is a learning child.”
A2: “Through interacting with peers and self-discovering self-help skills.” T1: “Children learn through communicating and playing with other kids. With the
guidance of the teacher, they learn how to share and appreciate everybody else. Another thing is that children learn if there is a certain activity, even if it is not teacher initiated just of the child’s interest. Another way is through singing and dancing on their own.”
42
T2: “When children play that’s where they learn to interact with others. Even when they have no gone to school, there are children who already know how to count. Children also learn by imitation and modeling, children learn how to eat and hold a spoon through watching others eat. When children are fed by their parents, you can see how they model this through their dramatic play when they pretend to be parents. When they play grocery, you see their interest in counting money and they sometimes learn math that way. They can learn about the difference between fruits and vegetables or community health. A lot of their play are taken from their life experiences.”
T3: “By example. It’s a matter of telling stories. Example, how many children must have some to have equal sharing? I start by giving one for you and then one for her. Isn’t that a math concept? Or let us count by groups – verbal math – if they can follow you. Or by imitation.”
P1: “They learn best by modeling and concrete objects and narration on their own.”
P2: “I guide her, to help her do things easier so that she can enjoy it too. I set aside tasks that she doesn’t need to do.”
P3: “I think they learn best if it is a play and learn environment.” The responses from the participants regarding the question “in what way do you think children learn best” focused on children’s life experiences seen through their dramatic play. Responses from the teachers reflected children’s play and communication with peers, while responses from the parents were more about modeling behavior and imitation of behavior.
43
Domain Ratings A section of the interview contained a Likert-scale to allow the respondents an
opportunity to evaluate how they value the following educational domains (Appendix I). The first table shows the ratings provided by the participants regarding their perspective on how important the following domains are in preschool learning. There are common responses among the participants in domains such as Self-Care Skills, Social-Emotional Development, Reading and Literacy Skills, Health Awareness, Physical Development, Values Development, and Safety Skills, which acquired a standard deviation of 0. Furthermore, the domains were all given a rate of five which suggests that all the participants deemed these domains important and necessary for preschool education. Figure 4.1 shows the average of ratings from the participants beginning from the domain that were regarded with low rating scores and ending with the domains with high rating scores. Other Language Skills had an average rating of 3.62 as compared to the ratings of the following domains which all agreed were of highest priority (rating of 5): Self-Care Skills, Social-Emotional Development, Reading and Literacy Skills, Health Awareness, Physical Development, Values Development, and Safety Skills.
44
Figure 4.1. Average of Domain Ratings. This figure illustrates the average rating of participant on each domain.
Figure 4-2 illustrates the average ratings of the participants according to their groups: administrators, teachers, and parents. Administrators of the preschool generally had high ratings for most of the domains except Religion, Other Language Skills, and Citizenry Skills. On average, the teachers also gave the same rating of five to most of the domains, however, they had varying opinions on the importance of the following domains: Language Skills in Tagalog, Other Language Skills, Citizenry Skills, Math Skills, Science Skills, Culture Skills, Language Skills in English, and Writing Skills. Furthermore, parents rated most of the domains as very important yet had contrasting opinions on domains such as Language Skills in Tagalog, Other Language Skills, Citizenry Skills, Math Skills, Science Skills, and Culture Skills. Teachers and Parents generally demonstrated the same value for domains such as Citizenry Skills, Math Skills,
5555555
4.8754.875
4.754.754.75
4.6254.125
3.753.625
0 1 2 3 4 5 6Self-Care Skills (Self-Help)
Social-Emotional DevelopmentReading and Literacy Skills
Health AwarenessPhysical Development (Gross)
Values Development/GMRCSafety Skills (Inner City skills)
Language skills in EnglishWriting Skills (Fine Motor)
Math Skills (counting)Science Skills
Culture Skills (Music, Dance, Arts)Citizenry Skills (Flag, National Anthem)
Religion/PrayingLanguage skills in Tagalog
Other Language skillsEducational Domains
45
Science Skills, and Culture Skills. The only group who agreed about Language Skills in Tagalog to be very important in preschool were the administrators as opposed to the teachers who gave it a 2.5 rating.
Figure 4.2. Group Average of Domain Ratings. This figure illustrates a grouped average rating of participants on each domain.
0.001.002.003.004.005.006.00
Group Average of Domain Ratings
Administrator Teacher Parent
46
CHAPTER 5: DISCUSSION AND CONCLUSION Summary
In this study, eight participants were interviewed about their opinions and experiences regarding preschool education. The participants qualified to be part of the study because they were Filipinos who either worked or had a child (or children) enrolled at a common preschool. Interviews were scheduled and conducted either face-to-face or over-the-phone upon the preference of the participants. The interviews lasted for about 20 to 40 minutes and were audio recorded for transcription purposes. The questions were administered in English, and were also available in Tagalog, with responses being in either English, Tagalog, or a combination of the both (Tag-lish).
There were three parts to the interview questionnaire. Participants were first asked about their opinions and perspectives about preschool education. The second part of the questionnaire asked about the demographic information of the participants. The third part of the questionnaire used a Likert-scale for participants to give value to a list of educational domains. Administrators had a fourth part to give an insight about the community and history of the preschool. Once the interviews were completed and transcribed, information was translated completely into English for the purpose of this study. Common themes were identified among the responses of the participants. Responses from the participants were also analyzed by group: administrators, teachers, and parents. Discoveries from the analysis of these data are revealed in the next section, Findings.
47
Findings and Discussion Early Childhood Experiences
Most of the participants from the study did not attend preschool in the Philippines because it was not available to them during their childhood, and likely because children were kept at home to be looked after by relatives, nannies or house help. One of the teachers described her early childhood experience with her grandfather who taught her essential skills for kindergarten such as counting, and number and letter recognition. She included that social-emotional development occurred through meaningful interactions between the child and the environment even without preschool. This implies that the quality of learning does not begin at preschool but instead it starts at home as parents provide opportunities for their children to experience and explore their environment.
With the absence of a firsthand preschool experience and coming from a different cultural background, how do Filipino immigrants define preschool education? If a family orientation is an important value among Filipinos, how do Filipino parents define their roles in the lives of their children? In the sections below, key highlights from the current study will be discussed. Defining Educator and Parent Roles
One of the two administrators stated that preschool education is not only teaching children but also providing childcare for working parents, “in America, pre-school is a place where they put their children and go back after work, and feel safe while they work.” The rest of the participants (n = 7) focused on how preschool education prepares children for formal education. The role of preschool education to support parents in knowing about development seemed overlooked in all of the responses.
48
In the Philippines, parents are regarded as the child’s first teacher and teachers as a child’s second parent, hence discipline and education are both concerns of the parent and the teacher (Benipayo, 2014). However, it may be that immigrant Filipinos see parents as primarily responsible for imposing disciplinary actions and social behaviors while teachers are expected to teach school readiness skills (Zepeda, Rothstein-Fisch, Gonzalez-Mena, & Trumbull, 2006). Is this caused by a cultural value system of collectivism, where it seems like immigrant families are leaving academic learning in the hands of the teachers?
The California Early Childhood Educator Competencies acknowledge that “children develop in the context of families and communities” (CDE, 2011, p. 37). Thus, the importance of educators forming a bond with families and communities is to build a relationship with the children at the center. In addition, one of the roles of teachers in designing meaningful activities with children is discovering the context of a child’s learning through knowing about the home culture and background (CDE, 2015). Creating connections between the activities and relating that to the child’s life experiences are strategies that can only be accomplished through a collaboration with the parents and guardians of the child. Tagalog Versus English Language
Participants rated English language as more important than Tagalog language in preschool education. “English is a common language in the Philippines that cuts across 114 separate languages within the country. It is on a standing equal with Tagalog” (The Society of Honor, 2014), aside from this, English is the economic language of the Philippines which implies that in order to find a job, Filipinos must be able to speak in
49
English. Is speaking the heritage language important in fostering cultural pride? And, is it enough cultural representation to only understand the language but not be able to speak it? How do immigrant Filipinos and Filipinos living in the Philippines feel about the disregard for Tagalog language and thus relationships with family who might still reside in the Philippines?
During early childhood years children are developing three linguistic subsystems (phonology, semantics, and syntax) that allow them to adapt to different languages, making these years ideal for multiple language learning (Pakulak & Neville, 2010). Hence, children from Filipino parents would benefit from learning Tagalog at a young age. In addition, the benefits of learning multiple languages is not limited in learning speaking two languages per se because the ability of children to switch from one language to another is rendered a unique cognitive ability or the ability to “manage both the languages side by side” (Parama, Kreiner, Stark, & Schuetz, 2017, p. 89). Ultimately, Filipino parents could be providing their children better cognitive opportunities by fostering the heritage language. Because of the conquest of the Philippines by the Spanish, there are many components of Tagalog which have Spanish roots and similarities. Thus, it may be particularly useful for children with Tagalog as a first language to also acquire Spanish. Gossip as a Means to Fit In
During the interviews, a surprisingly common event popped up. All participants told stories of various other people – often with culturally laden judgments. While these comments were not part of the formal transcripts, upon reflection, these may have been important as a cultural value. Were these non-solicited comments related to the questions
50
or did they represent a means to get to know the interviewer? Whatever the cause, it seemed to be a consistent use of gossip. Can gossip be defined as a means of gathering information in order to navigate an appropriate response to the questions asked? Language Choices: Formal Versus Informal
Was the function of gossip in the study to provide the interviewer a context that provides better ways to understand their responses? For example, when participants were asked questions about preschool they began by answering an English definition of preschool followed by a free-range discussion or gossip conversation to build context to their responses in Tagalog. A level of comfort seemed to come from the participants when they were encouraged to speak Tagalog which usually occurred when the interviewer repeated the question in Tagalog. Some of the participants switched back and forth between the languages to find a comfortable way to explain their responses which is called speaking in Tag-lish (Tagalog and English). Elaborations from the participants made it easier to translate Tagalog phrases into English because the context of their discussions were reiterated in different ways. Is gossip central to Filipino culture? Would gossip be considered as a cultural regulatory mechanism where people from the same culture calibrate the norm?
Furthermore, when the participants were asked about the language spoken at home, one of the teachers elaborated about how her teenage daughter, born in the United States who only spoke English started speaking Tagalog when she met an immigrant Filipino boy from school. She elaborated that she only spoke to her daughter in Tagalog at home but her daughter would respond in English until her daughter started dating a
51
Tagalog speaker. The young woman had likely retained her heritage language, and just seemed to need an incentive (a boyfriend) to reconnect to it on a regular basis. Unique Filipino Values Religion. The Philippines has a large population of Catholics in Asia, and religion has been one of the biggest influences of the country, hence, it is not surprising to see immigrant Filipino families attending Sunday church (Roman, 2006). In the study, participants were asked to rate the importance of religion in preschool education. The Philippine Patriotic Oath emphasizes how Filipinos must remain a man of God or Maka-Diyos, and because of this religion and faith has been incorporated as being Filipino. Catholicism is not the only religion taught in the Philippines, however it is highly practiced with the overabundance of Catholic schools and of teachers who are more inclined to discuss Catholicism than other religions due to familiarity of the subject matter. In the United States, freedom of religion is in the First Amendment of the Constitution, and because religious beliefs may imply discrimination, public preschools are prohibited from teaching any kind of religion. How do Filipinos adjust to the restriction of religion in the education system? How do they make up for the lack of information coming from educational institutions about their faith? Good Morals and Right Conduct (GRMC). Rooting from the acts of Jesus Christ, the Philippine educational curriculum developed Good Morals and Right Conduct (GRMC) also known as Kagandahang Asal (Good Morals). The application of this lesson is by asking children what they would do in situations that define moral judgment, such as “If a friend falls down and you happen to be around, what would your response be?” Teachers will either allow children to think of their own answers or provide children
52
options such as laugh at your friend or help her up and ask if she is okay. The reiteration of knowing what is right from what is wrong is the main theme of this domain. Aside from GMRC as a learning domain, children are also evaluated by the conduct of the child has been good or bad over a period of time. If a child had a few misdemeanors the child may have a low conduct grade of 75 over 100. A child with outstanding listening skills who is able to sit patiently during large group will garner a much higher conduct grade.
What effect does the conduct grading have on the child’s behavior and learning? How is ‘bad’ conduct addressed by the parents and teachers? Is the standard for GMRC followed by Filipino immigrant teachers and administrators? Would grading a child’s conduct provide assistance in identifying needs and disabilities, or would it penalize children with Attention Deficit Disorders or Hyperactivity? Nationalism. Another unique Filipino value is Citizenry skills otherwise known as nationalism. In the study, participants gave a high rating when asked how important Citizenry skills are in preschool education. However, as immigrants to the United States, the current study does not identify which nationality were they targeting? In the context of other cultures, how is nationalism represented? Nationalism in the Philippines is taught through identification of national artifacts such as the national tree, clothing, hero, plant, flower, fruit, and many more items that will develop a sense of nationalism and cultural pride. Figure 5.1 shows visual aids used by teachers to provide children pictures of the national symbols.
53
Figure 5.1. Philippine National Symbols (Villa, 2014). This figure illustrates the national symbols taught by teachers.
Nationalism is a theme that Filipinos assume to exist across cultures where they believe Philippine national symbols have counterparts in different countries. Figure 5.2 shows a chart of national costumes from around the world. During celebrations of United Nations, children are expected to parade wearing a costume that represents a country.
54
Figure 5.2. Costumes Around the World (Easy to Learn Books, 2005). This figure illustrates Filipinos perception of national costumes around the world.
Limitations of the Study The current study was conducted among eight individuals coming from one common preschool, however having more participants from diverse settings could provide a different perspective of the matter. Having participants from mixed cultural households might also determine nuanced versions of how Filipino culture is valued in a
55
mixed cultural home. Data was also limited to responses from the questions about preschool education, thus the study could have benefited by having classroom observations and descriptions of the child in family gatherings or scenarios outside of the school setting. Most of the participants were mothers as compared to only one father, consequently the study could have benefitted from having an equal ratio of mothers and fathers or ideally both mothers and fathers together to see what gender differences might exist.
There were no questions that probed into how culture or language is promoted in the home setting, for example asking about words or phrases used by parents when talking to their children. The interviews did not account for the how long the teachers have been working in the center or the community. In addition, parents were not asked about how often they participate in school activities related to culture.
Implications for Educators and Parents The Filipino culture is rooted in deep family connections, and as immigrants move from their homeland, they risk potential threats to the close emotional bond and physical proximity to children. However, immigrants have developed communities that connects different immigrant families to bond together and continue the culture among themselves. Having communities where immigrant families find refuge to reconnect to their roots seems to be an important way families can reconnect their children with the homeland culture from miles away. However, it should not be the only way; celebrations and gatherings can only provide interactions that may or may not target culture preservation. Hence, communities must include both the concept of Bayanihan (coming together to help each other) and becoming Daluyan ng Kultura (vessels for culture).
56
In order to instill a sense of cultural pride, Filipino parents and educators seem to go back into their roots of what they know about their culture, beginning perhaps by speaking Tagalog. The Philippines has a collection of epics and legends that inspire creativity and heritage values within children. Watching Filipino movies or reading Filipino story books can be a wonderful way for families to develop interests within their children about their cultural heritage. Even more valuable might be a child’s own family history with items from grandparents or great-grandparents or photo albums with the stories that accompany them. Use of technology can also be important for keeping the families connected from the Philippines to the United States. Using platforms and apps such as Facetime or Skype for live chats with family and close friends can help sustain Filipino values. This may also be a worthwhile venue (either in terms of Facebook, email, or other technological apps) for continuing the gossip that regulates relationships toward the norm.
Recommendations for Future Research Qualitative studies, such as observations in home and school, and longer
interviews would be very helpful in understanding how immigrant parents transmit heritage culture to their children. Areas for specific studies should include Good Morals and Right Conduct (GMRC). Uncovering the differences in how families celebrate holidays, promote manners and respect, and instill religious beliefs, might yield an enhanced understanding of both common and unique features of home life that would help educators bridge children’s home and school cultures.
57
CHAPTER 6: AFTERWORD I am a Filipino, I grew up in the Philippines, and whenever I step inside a Filipino
shop and they greet me in Tagalog, my heart jumps for joy. I wish that most of the Filipinos feel that same rush every time their culture is recognized. Since I arrived in the United States, I have met Filipinos who either moved or grew up in California. The first question I ask is “Do you know how to speak Tagalog?”, and it is disappointing when my fellow Filipinos cannot speak our home language. I hope that my research will inspire educators, especially those who deal with Filipino families, to encourage them to retain their language and convince them that it is not a disadvantage to speak Tagalog more than English. It is possible to be fluent in more than one language, all that is needed is practice.
I found out that in San Diego, the Filipino community opened a Filipino School dedicated to teaching language, traditions, and the history of the Philippines. Hopefully, the need to support the Filipino culture does not stop there and continues in many parts of California and all over the world. Supporting culture not only through having our favorite dishes available in Filipino stores but having a community that continues to teach the values that makes a Filipino.
I am very thankful for this opportunity to explore my heritage culture. I was not always aware of my cultural difference, I’ve always thought of it as an innate thing and that what is different is more interesting. The more I had to write about my culture, the more that I realized that I didn’t really know that much about what separates Filipinos from other ethnicities. I remember that conversation I had with Dr. Carrie, where I confided that I am not the biggest fan of the Filipino culture. However, I feel that I am
58
drawn to it, and I remember Dr. Carrie saying “you patch yourself up”. This is truly the essence of research, patching up what you think you know with facts that other people have already researched before. Aside from that, this whole venture of talking with Filipinos and helping them see the other side that I have seen (diversity and the beauty of enculturation), I am closer to my roots than ever. Every time I go and visit my home country, I will savor my traditions and be thankful to my parents and my Lola (my grandma) for all the culture that they have bestowed on me.
Indeed this thesis has partially introduced and identified Filipino values, however as culture has it, it is always in the beginning that you realize what is really important. Sincerely, A Very Thankful Czarina.
59
REFERENCES Alfred, M. V. (2001). Immigrants in America: who are they, and why do they come?.
Adult Learning, 12/13(4/1), 2-5. Baumeister, R., Zhang, L., & Vohs, K. D. (2004). Gossip as cultural learning. Review of
General Psychology, 8(2), 111-121. Benipayo, M. A. S. (2014, October 5). Why teachers are our 'second parents'.
Philippine Daily Inquirer. Retrieved from http://lifestyle.inquirer.net/173663/why-teachers-are-our-second-parents/.
Bornstein, M. H., & Bohr, Y. (2011). Immigration, acculturation, and parenting. Retrieved from http://www.child-encyclopedia.com/immigration/according-experts/immigration-acculturation-and-parenting.
California Department of Education. (2008). California preschool learning foundations Volume 1. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf.
California Department of Education. (2011). California early childhood educator competencies. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf.
California Department of Education. (2015). California preschool program guidelines. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/preschoolproggdlns2015.pdf.
Choi, J. B. & Thomas, M. (2009). Predictive factors of acculturation attitudes and social support among Asian immigrant in the USA. International Journal of Social Welfare, 18, 76-84.
60
Cole, M., Hakkarainen, P., & Bredikyte, M. (2010). Culture and early childhood learning. Retrieved from http://www.child-encyclopedia.com/activite-physique/according-experts/culture-and-early-childhood-learning.
Easy To Learn Books. (2005). Costumes around the world. Retrieved from http://etl.com.ph.
Encyclopedia Britannica, Inc. (2017). Philippines. Retrieved from https://www.britannica.com/place/Philippines.
Healthy City. 2010. Demographic data on the state of California. Retrieved from www.healthycity.org.
Historic Filipinotown Organization. (n.d.). About Historic Filipinotown. Retrieved from http://www.historicfilipinotown.org/.
Koury, A. S. & Votruba-Drzal, E. (2014). School readiness of children from immigrant families: contribution of region of origin, home, and childcare. Journal of Education Psychology, 106(1), 268-288.
Magno, C. (2010). Looking at Filipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78.
Neidell, M. & Waldfogel, J. (2009). Program participation of immigrant children: evidence from the local availability of head start. Economics of Education Review, 28, 704-715.
Pakulak, E. & Neville, H. (2010). Biological bases of language development. Retrieved from http://www.child-encyclopedia.com/sites/default/files/dossiers-complets/en/language-development-and-literacy.pdf.
61
Parama, K. S., Kreiner, D. S., Stark, K. S., & Schuetz, S. A. (2017). Monolingual and bilingual perceptions of code-switching: A difference in cognition but not competence. North American Journal of Psychology, 19(21), 87-102.
Philippines Department of Tourism. (2009). Tourism. Retrieved from http://www.tourism.gov.ph.
Republic of the Philippines Department of Education. (2015). Standards and competencies for five-year-old Filipino children. Retrieved from www.deped.gov.ph/sites/default/files/page/2016/Kinder%20CG_0.pdf.
Roman, A. G. (2006). Texting god: Sms and religion in the Philippines. Communicatio Socialis, 39(2), 156-166.
The Society of Honor. (2014, June 27). The Philippines is now an English speaking nation; Deal with it. Retrieved from https://joeam.com/2014/06/27/the-philippines-is-now-an-english-speaking-nation-deal-with-it/.
United Nations Population Fund. (2015). Migration. Retrieved from http://www.unfpa.org/migration.
Villa N. (2014). The official national symbols of the Philippines. Retrieved from http://www.pinoywit.com/official-national-symbols-of-the-philippines/.
World Atlas. (2016). Philippines. Retrieved from http://www.worldatlas.com/webimage/countrys/asia/ph.htm.
Zepeda, M., Rothstein-Fisch, C., Gonzalez-Mena, J., & Trumbull, E. (2006). Bridging Cultures in Early Care and Education. Mahwah, NJ, Erlbaum.
62
APPENDIX A: HUMAN SUBJECTS APPROVAL LETTER
63
64
APPENDIX B: PROJECT INFORMATION FORM Project Information Form
Date: October 26, 2016 Project Title: Filipino Preschool Practices Researcher Name: Czarina Marquez All sections of the form must be completed within the field provided (do not attach a separate form with your responses). Type as much as you need, each field will expand to accommodate your answers. You must use 12 pt font. Do not leave any sections blank. Answer all questions asked in each section. Incomplete and/or handwritten forms will be returned. Section 1 Background and Purpose of the Study
Provide a concise description of the research project. State the objectives, and rationale. Provide background information on the hypothesis and/or research question to be
tested including references/citations, if applicable. Do NOT delete the above instructions and type your response below this line.
Per the Census Tract of 2010 from the United States, Filipinos are the largest Asian population in the state of California (n = 1,195,580, 4.5%). Having this tremendous number of inhabitants in this state connotes a need to understand and consider the culture when building developmentally appropriate goals for educators. In a study by Choi and Thomas (2009), the attitude of the host country towards immigrants greatly influences how successful they will be in the host country, in terms of acclimating to the lifestyle and adherence to the host culture. For example, if the population of the host country marginalizes immigrants, the immigrant population may separate by avoiding the host culture or assimilate by giving up their original culture. However, if the host country supports the integration of immigrants then immigrant cultures may be maintained resulting in a bicultural or multicultural orientation and prevention of acculturation-related problems (Choi & Thomas, 2009).
The current study will explore preschool education from a Filipino perspective. The study will be conducted at one preschool, where the director, teachers, and many of the children and parents are Filipino.
Section 2 Subject Information and Recruitment Procedures. Subjects
Identify the study population (age, gender, health, etc.). What are the inclusion and exclusion criteria? If vulnerable (such as minors, prisoners or cognitively or emotionally impaired)
please describe extra protections of rights and welfare. Recruitment
How will subjects be recruited? Will a screening device be used to select from the wider subject pool?
65
Will there be any deception (that is, not telling subjects exactly what is being tested)? If so, provide a justification and plans for debriefing.
Describe your procedures for consent (include minors (assent) and adult and/or parental consent)?
If advertisements (e.g. craigslist, Facebook, newspaper, etc.), a letter of invitation, or fliers will be used to recruit, attach copies.
Do NOT delete the above instructions and type your response below this line. Identification of Sample and Subject Requirements Although this study is limited to one preschool with a focus on 5 parents and 5 teachers who are Filipino, the school has been kept in the same management for 40 years under a Filipino educator and board members who are mostly Filipino. For parents to qualify for the study, they must be Filipino by ethnicity with a child currently enrolled or previously enrolled at the center. The study does not discriminate between fathers or mothers and may accept either as part of the study. For teachers to qualify, they must be Filipino by ethnicity and work with the children at the center. The Director and management officers are asked to be participate in the study to describe the center and community. Permission to conduct the study at the school site is attached (Appendix A). Recruitment Process The researcher will work with the Office Manager in recruiting parents and teachers to be part of the study. All possible participants will be selected from the list of parents and teachers that has worked with the center. The Office Manager have advised the researcher that it would be best to wait until the consent forms have been signed and returned before proceeding with contacting the either the parents or teachers about the interview. A packet containing a cover letter, preview of the interview questions consent form and a sealable envelope addressed to the researcher will be presented upon recruitment. Once the forms have been signed and placed in the sealable envelope the participants will drop the envelopes in a box placed in the office. The researcher will visit the box on a weekly basis until January 27, 2017. Section 3 Research Methodology and Study Procedures. Procedure
Describe in a step by step fashion, what subjects will experience in the research. For example, what will happen first, next, and so on. This should include the researcher’s introductory remarks to participants, all testing, questions, observations, follow-up and debriefing of the study.
Include the time duration of each part of the research. Will subjects be compensated for their participation? If so, describe. This may
include cash or gift certificates or course credit. However, subjects cannot receive both course credit AND compensation.
Specify the duration of each procedure.
66
Identify any new procedures that you are investigating in the study and explain how they differ from standard procedures (medical, psychological, or educational).
If deception is used, provide justification and plans for debriefing. Instruments
Attach the exact data collection instruments to be used in the study. If open-ended questions are asked, give examples of prompts to encourage responses.
If translations are required, include those as well. If permission to use a copyrighted instrument is required, please include that as
well. Do NOT delete the above instructions and type your response below this line. The following procedures will occur:
The researcher will provide the Office Manager packets containing forms from the three-target population. The Office Manager will provide participants a packet that contains the following information:
a) Cover Letter (Appendix B) b) Interview Questions (Appendix C) c) Consent Form d) Sealable Envelope addressed to the researcher
Questions regarding the project will be directed to the researcher. The researcher’s contact information is available on the cover letter. First Contact: Researcher will contact each participant to schedule an interview and answer questions. This may take a maximum of 10 minutes. Second Contact: The participants will be interviewed either face-to-face or on the telephone (as they prefer). Researcher will interview the participant using the questionnaire designed for either the parent, teacher, or management (Appendix D). The interview will contain open-ended questions about the thoughts and feelings of the participants with regard to preschool education, and an interview based Likert scale that is taken from the learning domains from the California Department of Education (2010) and the Philippine Department of Education (2013). The questionnaire will be written in English because the researcher is fluent in Tagalog and English, if the participants require clarification of the questions, explanations can be offered in Tagalog if needed. The interview may take up to 30 minutes. The participants will be thanked for participating once the interview is complete.
67
Section 4 Anticipated Risks and Minimization of Risks List any potential risks to subjects and what steps have been or will be taken to
minimize these risks. Do NOT delete the above instructions and type your response below this line.
The process of being interviewed may evoke emotional distress or anxiety. The interview may be discontinued at any time and any topic and/or question may be skipped if requested by the participant. Section 5 Potential Benefits
Specify the benefits that this project will have to society and specify how the project will directly benefit the subject.
If the project will not benefit subjects directly then please state so. Explain why the risks are reasonable in relation to the potential benefits to
subjects and to society. Do not include compensation in this section, as it is not a benefit.
Do NOT delete the above instructions and type your response below this line. The results of this study may benefit the field of education, specifically the field of
early childhood education and the Filipino community, by providing insight into the values, culture and beliefs of Filipino families and educators. Additionally, the results of this study may be among the few studies conducted in an attempt to understand the Filipino preferences towards preschool education. For example, the Philippines is known to have one of the largest Catholic population (Roman, 2006) hence the critical role of integrating religion and respect in preschool learning. If educators identify what needs to be recognized in supporting Filipino families and communities, then there will be better support in preserving this culture.
Section 6 Confidentiality of Research Information/Data
Explain how confidentiality of subject information will be maintained. Specify whether data will be collected anonymously (i.e. no direct identifying
information such as name, email, address, or birth date, and no codes linking back to identifiers will be created/accessed.)
Specify where study records will be stored, how they will be secured, and who will have access. (Identifiable data and de-identified data cannot be stored in the same location)
Types of data: Identifiable information List linking the identifiable information and de-identified information (i.e.
list of pseudonyms and participant names) De-identified information
68
If you intend to collect identifiable information specify when identifiable information will be destroyed, who will have access to identifiable information, where it will be stored and how it will be made secure.
Specify the planned final disposition of all data after the study is complete (e.g. the data will be maintained for 3 years after the conclusion of the study and then destroyed, the data will be destroyed at the conclusion of the study, etc.)
Do NOT delete the above instructions and type your response below this line. Subject confidentially will be maintained by storing the paper consent forms (identifiable data) in a secured place in a sealed envelope until it is ready to be transcribed and used, once it is transcribed and assigned a code, identifiable information will be destroyed. In addition, the audio recordings and the linking list (identifiable data) will be stored on a password protected laptop of the researcher and will be destroyed once data has been transcribed. Transcripts of audio recordings and written analysis (de-identifiable data) will be stored on researcher’s password protected laptop will be transcribed and destroyed once data has been assigned a code. Only the researcher and her faculty advisors (thesis committee) will have access to the identifiable data. All collected data will be maintained for one year after the conclusion of the study and then destroyed by the researcher. Section 7 Potential Outcomes of Study
Describe the projected outcomes of the project and how they relate to your hypothesis.
Include the significance of your project to your discipline, department, school, university, community, etc.
Do NOT delete the above instructions and type your response below this line. While there is a significant Filipino culture in Southern California, there are few researches that describes how early childhood practices are integrated by Filipinos when then immigrate to the United States. As a way to promote Asian-American success, the current study will explore how home and school values correlate for school readiness among Filipinos. Section 8 Researcher Qualifications and Expertise
Summarize your qualifications to conduct this project (include prior research and training--resumés may be attached)
Do NOT delete the above instructions and type your response below this line. I am a California State University, Northridge graduate student with a Bachelor of Science in Psychology from the University of Santo Tomas from Manila, Philippines. I have been enrolled in the Educational Psychology/ Early Childhood Education Master’s program since 2015. I have received academic training in research methods in my undergraduate and graduate programs. I was born and educated in the Philippines most of my life. I am a licensed teacher from the Philippines and have worked as a preschool teacher in the Philippines for a year. Currently, I am employed as a teacher at the Child
69
and Family Studies Center Laboratory School at the California State University, Northridge. In addition, I am under the supervision of Dr. Carrie Rothstein-Fisch, my thesis chair, as well as two other faculty members.
References
California Department of Education. (2010). California preschool curriculum framework. California Department of Education, Sacramento.
Choi, J. B. & Thomas, M. (2007). Predictive factors of acculturation attitudes and social
support among Asian immigrants in the USA. International Journal of Social Welfare, 18, 76-84.
Philippine Department of Education. (2013). Standards and competencies for five-year
old Filipino children. Republic of the Philippines Department of Education, Pasig City.
Roman, A. G. (2006). Texting god. Sms and religion in the Philippines. Communicatio
Socialis, 39, 2:156-166.
70
APPENDIX C: CONSENT FORM California State University, Northridge CONSENT TO ACT AS A HUMAN RESEARCH PARTICIPANT Filipino Preschool Practices You are being asked to participate in a research study. Filipino Preschool Practices, a study conducted by Czarina Marquez as part of the requirements for the M.A. degree in Educational Psychology & Counseling. Participation in this study is completely voluntary. Please read the information below and ask questions about anything that you do not understand before deciding if you want to participate. A researcher listed below will be available to answer your questions. RESEARCH TEAM Researcher: Czarina Marquez Department of Educational Psychology & Counseling 18111 Nordhoff St. Northridge, CA 91330- 8265 (818) 650-7165 [email protected] Faculty Advisor: Dr. Carrie Rothstein-Fisch Department of Educational Psychology & Counseling 18111 Nordhoff St. Northridge, CA 91330- 8265 (818) 677-2529 [email protected] PURPOSE OF STUDY The purpose of this research study is to describe Filipino educational values. SUBJECTS Inclusion Requirements You are eligible to participate in this study if you are a Filipino who is employed in a management position/works with children ages 2 to 5 years and is employed/has children ages 2 to 5 years and is enrolled at Burlington Nursery School. Exclusion Management/Teachers/Parents who are not Filipino are excluded from the study.
71
Time Commitment This study will involve a maximum of 1 hour of your time spread throughout from the time of scheduling the interview to the actual interview date. The actual interview would take 30 minutes (more or less). PROCEDURES The following procedures will occur: You will be provided with a packet containing a consent form, a copy of the interview questions and a cover letter. The consent form needs to be signed and returned together with the letter slip, where you can provide your contact information, interview date, and your interview preference (either over-the-phone or face-to-face). You may keep the interview questions for your reference. Once the consent forms and letter slips have been signed you may seal these documents in the enclosed envelope which is addressed to the researcher The researcher will then contact you through the contact number you have provided on the slip to schedule the interview. You are welcome to meet with the researcher face-to-face at a time and place of your convenience or the interview can take place over the phone. All forms and documents must be returned by January 27, 2017 in order to qualify for the study. RISKS AND DISCOMFORTS The possible risks and/or discomforts associated with the procedures described in this study include: mild emotional discomfort from answering questions. You are allowed to take breaks if you feel the need to, during the interview. This study involves no more than minimal risk. There are no known harms or discomforts associated with this study beyond those encountered in normal daily life. BENEFITS Subject Benefits The possible benefits you may experience from the procedures described in this study include increased awareness of your attitude and beliefs toward preschool education. Also, the participants are invited to ask the researcher questions about early childhood. Benefits to Others or Society This study may benefit others or the society by providing an understanding of values that Filipinos treasure regarding preschool education. ALTERNATIVES TO PARTICIPATION The only alternative to participation in this study is not to participate. COMPENSATION, COSTS AND REIMBURSEMENT Compensation for Participation You will not be paid for your participation in this research study. Costs
72
There is no cost to you for participation in this study. You will not be reimbursed for any out of pocket expenses, such as parking or transportation fees. CONFIDENTIALITY Subject Identifiable Data All identifiable information that will be collected about you will be removed and replaced with a code. A list linking the code and your identifiable information will be kept separate from the research data. Data Storage All research data will be stored on a laptop computer that is password protected. The audio recordings will also be stored in on a laptop computer that is password protected. All data will be transcribed and erased until the research is published and/or presented. Data Access The researcher and faculty advisor named on the first page of this form will have access to your study records. Any information derived from this research project that personally identifies you will not be voluntarily released or disclosed without your separate consent, except as specifically required by law. Publications and/or presentations that result from this study will not include identifiable information about you. Data Retention The researchers intend to keep the research data until the research is published and/or presented and then it will be destroyed. Mandated Reporting Under California law, the researcher is required to report known or reasonably suspected incidents of abuse or neglect of a child, dependent adult or elder, including, but not limited to, physical, sexual, emotional, and financial abuse or neglect. If any researcher has or is given such information, she may be required to report it to the authorities. IF YOU HAVE QUESTIONS If you have any comments, concerns, or questions regarding the conduct of this research please contact the research team listed on the first page of this form. If you have concerns or complaints about the research study, research team, or questions about your rights as a research participant, please contact Research and Sponsored Projects, 18111 Nordhoff Street, California State University, Northridge, Northridge, CA 91330-8232, or phone 818-677-2901. VOLUNTARY PARTICIPATION STATEMENT You should not sign this form unless you have read it and been given a copy of it to keep. Participation in this study is voluntary. You may refuse to answer any question or discontinue your involvement at any time without penalty or loss of benefits to which
73
you might otherwise be entitled. Your decision will not affect your relationship with California State University, Northridge. Your signature below indicates that you have read the information in this consent form and have had a chance to ask any questions that you have about the study. I agree to participate in the study. ___ I agree to be audio recorded ___ I do not wish to be audio recorded ___________________________________________________ __________________ Participant Signature Date ___________________________________________________ Printed Name of Participant ___________________________________________________ __________________ Researcher Signature Date ___________________________________________________ Printed Name of Researcher
74
APPENDIX D: COVER LETTER
75
APPENDIX E: RECORDED TRANSCRIPTION A1 - Part 1
Question What are your thoughts and impressions about preschool education? Answer I can answer in 2 ways: in America, pre-school is a place where they put their children and go back after work, and feel safe while they work. And that’s the purpose of preschool in America. And secondly, preschool is very critical very formative stage for children. That’s why we provide them with total package. They have to be developed physically, mentally and emotionally. The bottom line is to develop self-esteem. With those elements for a person. From school. From my education. From my courses and observation of the success of what we are doing and what I believe. It is a formative years where children has to be developed to be one: academically, physically, and emotionally. And for kindergarten and their future. The most important thing is to develop their self-esteem. It is a package.
Question From a teacher’s perspective, how has your experience been regarding your student’s preschool experience? Answer We are serving diverse students population here. We always emphasize following the rules or respect for the rules and that means respect for authority, respect for elders, respect for other friends, and respect for everything. And I think that is very important.
Question Did you attend preschool in the Philippines? Answer No. I think we didn’t have preschool in the Philippines before. I skipped pre-school and went to kindergarten.
Question In what way do you think children learn best? Answer I think the goal of our school is that a happy child is a learning child. A child should be happy to be learning best. They have to be healthy. They have to be physically, emotionally and socially balanced, right? And then, if that is complete, then they learn best. Because our motto is a happy child is a learning child.
Question *How do you know if a child has successfully learned a concept or a skill? Answer Thru observation. By watching them interact, doing the work by themselves and then, with the materials. By computing the success in the materials being provided to them. It depends with the age group. When you say pre-school (aged 4), I think that’s the older pre-school. Because 2 years, they are still toddlers.
Question What is important for a preschool setting to have? Answer First, the preschool environment should be safe, clean and it should provide age appropriate activities, toys and materials to the children.
Question *What is your idea of an ideal preschool? Answer An ideal preschool is a school where the children feel comfortable, happy knowing that they are in a safe learning environment where
76
they feel they are being loved by their teachers and the adult around them.
Question What are your top three goals that children have to learn in preschool? Answer In preschool, they have to be competent emotionally, physically. They should be socially, physically competent to be able to deal with whatever challenges are brought up to them
Question *How do you seek to accomplish this? Answer Preparing plans and activities that are age appropriate and stimulating to them.
Question *How do you think your teachers accomplish this? Answer Our teachers are trained to handle kids going to school in early childhood where they learned to present and prepare activities that are age appropriate.
Question *If you can do something differently as a teacher what do you wish to see more of the children doing? Why? Answer if I would do it differently, maybe I would like to stay away, not all the time, not a prepared lesson plan a long time ago, but a lesson plan that is …(progressive). No they have another term for that. For example, they have a lesson about frogs and today they see a helicopter, I could drop that lesson plan and talk about the helicopter and what’s going on. Where you can veer away and be free. I forgot that program, but somebody is doing that program. And that program is being practiced in other schools and the teachers can teach what is good for that day. Sometimes it is good, but sometimes it doesn’t work.
Question How do you support the diversity of students inside the classroom? Answer We have materials and before I thought diversity is only about the cultural background of people but diversity can also be about different food, color, and materials like books, food and movies
A1 - Part 2
Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 25 and I was single Question *Why did you come to the US? Answer My family, we were green card holders Question Tell me about your family. Who lives at home? Answer I have 2 sons an engineer and a doctor.
They all understand Tagalog. The 2 speaks Tagalog. The reason why we want go home [to the Philippines] because we have emotional bonding.
Question What is the language spoken at home? Answer English and Tagalog
77
Question How did you become interested in preschool education? Answer My need. Na experience ko yung need agad (I felt the need). I was forced to take care of my kids and I decided to open up a preschool.
Question How long have you been teaching? What age groups? Answer All age. Kasi (Because) when I opened up the school, we started with 5 kids and they are of multiple age: 2 - 4. Saka (And) don’t [wouldn’t] you agree that working with children is innate? May mga tao, na kahit anong gawin mo, yung iba di nila kaya ma take (there are people who cannot stand being around children). To work with kids is a gift na binigay ng Diyos (gift from God).
Question How much formal education have you been able to access? Answer College Degree in Accounting. I have a lot of license and credentials. Question What do you do for continued professional development? Answer Run a school. Continue the courses. Question How familiar are you with the Preschool Learning Foundations,
Curriculum Frameworks and DRDP? Answer Yes I am aware of the DRDP. Yes, we all went thru that.
A1 - Part 3 Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 4
Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 5 Science Skills 5 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 4 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 4
A1 – Director Specific Questions
Question What do you think sets your school apart from other schools? Answer Participation in community events Question How would you describe your community? Answer Mostly Hispanic Question What is the most memorable accomplishment that you have
achieved for this school? Answer Reaching our 42nd year of service to the community
78
A2 - Part 1 Question What are your thoughts and impressions about preschool
education? Answer it’s mission to give excellent care while providing early childhood educational experience to guide the developmental growth for children
Question What do you think is the role of preschool education in the lives of children? Answer It’s a combination of education experiences
Question From a teacher’s perspective, how has your experience been regarding your student’s preschool experience? Answer My experience with children is a lot of hard work. You need a lot of patience.
Question Did you attend preschool in the Philippines? Answer No. Back in my day, when you reach age 6 you start grade school. We didn’t have preschool.
Question In what way do you think children learn best? Answer Through interacting with peers and self-discovering self-help skills Question What is important for a preschool setting to have? Answer For teachers to make learning and to experience the curiosity of each
child Question What are your top three goals that children have to learn in
preschool? Answer Writing, reading and comprehension Question *How do you think your teachers accomplish this? Answer Kailangan tutukan nila ang mga bata. Kasi meron kaming time na
kailangan magsulat. Everyday routine (The teachers have to be on top of it, monitor each child closely, because we have time for writing.)
Question *How do you know if the child successfully learned the concept or skill? Answer Mayroon kaming test.(We have tests) Verbal and written
Question How do you support the diversity of students inside the classroom? Answer We treat them equally, regardless of race
A2 - Part 2
Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 30s in 1988 Question *Why did you come to the US? Answer Looking for a job Question Tell me about your family. Who lives at home? Answer Asawa at anak. Dito ko na nakilala ung asawa ko. (Husband and
child, I met my husband here) Question What is the language spoken at home?
79
Answer Visayan, English and Tagalog Question How did you become interested in preschool education? Answer Nung pumunta ako sa Burlington School. (When I started working
with Burlington School) At 4-5 age group Question How much formal education have you been able to access? Answer Business Management degree from the Philippines, I took 2 subjects
and completed 16 units to become an associate teacher Question How familiar are you with the Preschool Learning Foundations,
Curriculum Frameworks and DRDP? Answer Yes it highlights what the children should learn.
A2 - Part 3 Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 5
Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 5 Science Skills 5 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 4 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 5
A2 – Director Specific Questions
Question Briefly describe the history of the school. Answer 40 years na. Noong araw may infant to 5th grade sila. Tapos dumami competition. Nawala infant. Toddler and preschool, then private. (The school has been present for more than 40years. Back in the day, they used to serve families from infants to 5th grade, but school opened in the community and they had more competition they had to give up their infant program. Then they focused on toddler and preschool, now they are privately owned.)
Question What is your vision for the school? Answer A happy child is a learning child. Kailangan mas matutukan ang mga bata sa pakikipag usap namin sa kanila kasi education is the best investment. (We need to emphasize the importance of education when we talk to children because it is the best investment)
Question What do you think sets your school apart from other schools? Answer We have a guide like in the Philippines. We have a monthly theme like month of February 1st week wild animals, next week Valentine’s Day.
Question How would you describe your community? Answer Safe, we are in a Filipino town. May mga 1 day history ng Filipino Town, pag Christmas mayroon lantern festival na open sa lahat.
80
Tapos may presentation ang mga bata. (We have one day during Christmas where we host the lantern festival and it’s available to everyone and our children present during this event)
Question What is the most memorable accomplishment that you have achieved for this school? Answer Sa totoo lang, yung mga bata nag start 4 yrs old. Pero ngayon 15 yrs na sila kilala pa rin nila ako. Karamihan ng galing dito sa school, nag excel sila sa bago nilang school. (The children who went to school here at age 4 they are 15 years old now and they still remember me. Most of the children who come from our school excel in their new schools.)
T1 - Part 1 Question What are your thoughts and impressions about preschool
education? Answer My first impression is that it is good for the children. At an early age, tinuturuan na sila (they are being taught).
Question What do you think is the role of preschool education in the lives of children? Answer The best time to teach them will be between 3-5 kasi lahat makukuha pa nila (because they will grasp it easy).
Question From a teacher’s perspective, how has your experience been regarding your student’s preschool experience? Answer I enjoy it. It is a little bit challenging, it is more responsibilities, but it is mainly dancing, singing and reading books, arts. But you need to be conscious and the kids are not in danger when they run. As anything can happen. It is more fun and challenging because I tried to do special education and in there are high alert situations when children’s behavior is uncontrollable. When I shift to preschooler, there is more responsibility to keep the kids out of danger.
Question Did you attend preschool in the Philippines? Answer No. Question In what way do you think children learn best? Answer Children learn through communicating and playing with other kids.
With the guidance of the teacher, they learn how to share and appreciate everybody else. Another thing is that children learn if there is a certain activity, even if it is not teacher initiated just of the child’s interest. Another way is through singing and dancing on their own.
Question What is important for a preschool setting to have? Answer Kailangan may plan at formation ka talaga. Dapat may rules and regulations na dapat alam ng mga bata. Para nabibigyan natin sila ng time to explore, but minsan may limitation din yun. (They have to do planning and the rules and regulations have to be known to children, so that we give them time to explore and they still know
81
about their limitations.) Everything should be guided. There has to be a plan and measurements to be followed.
Question What are your top three goals that children have to learn in preschool? Answer How to deal with other children. Read not actually on reading but interest on literacy and communication. Start development of their communication skills.
Question How do you think teachers can accomplish this? Answer Usual communication with the kids, especially during circle time. Like kapag nagbabasa sila ng libro (after you read a book), that’s the time you throw questions and answers to them so that they can get interested in literacy. Lalo na kapag nakakasagot ang mga bata (especially when the child is able to answer correctly) that’s the time that they will be attentive to you. Depending on the age, if they’re between 2 to 3 they probably have 10 minutes of attention and if they’re 3 to 4 15 they might have 30mins of reading time. It also depends on the teacher. Pag walang sigla, ayaw din ng bata. (If the teacher is dull in reading the book, children won’t like that too)
Question If you can do something differently what do you wish to see more of the children doing? Why? Answer In terms of behavior? kasi iba-iba ang mga bata (because children are different). Sometimes, in terms of behavior, there are kids that are more hyper, so to that, it would be a procedure, depending on the size of the class. It is not just about love and skills in how to handle and predict the kids.
Question How do you support the diversity of your students inside the classroom? Answer One way to support the diversity is through providing them food. Other than providing books on culture, we serve food and even invite parents to discuss their culture or ask them to wear their different national costumes. Even in counting, we sing them in Tagalog, Spanish and English. Even Itsy Bitsy Spider we sing in different languages.
T1 - Part 2
Question Where were you born? In the Philippines? United States? Answer Cebu, Philippines Question *How old were you when you immigrated? Answer 27 Question *Why did you come to the US? Answer I travelled here by myself. I was hired from the Philippines to teach Question Tell me about your family. Who lives at home? Answer My husband and 1 anak (child) Question What is the language spoken at home? Answer Visayan, English, and Tagalog Question How did you become interested in preschool education?
82
Answer In my part, my school is walking distance from NDCC. That’s how I was able to attend classes for extra units and I was able to credit my four years of teaching. Napakamahal mag aral, kaya lang may isa akong kababayan na nagtuturo sa school (It’s so expensive to go to school so when I met this Filipino professor) I asked if I could attend his classes, so I went to his school, and luckily I was able to complete units for associate teaching credential but it expires after 5 years.
Question How much formal education have you been able to access? Answer I studied SPED in the Philippines to be able to qualify to teaching opportunities in the US.
Question What do you do for continued professional development? Answer After teaching class, I go to school to advance myself. Sa totoo lang, mahirap din ako mag aral (Honestly, I find it hard to study)
Question How familiar are you with Preschool Learning Foundations, Curriculum Frameworks and DRDP? Answer Yes. We use that. DRDP is the tool to measure. But minsan sa dami ng mga bata, minsan di mo makikita kung nagagawa pa ito dahil sa ratio ng students (sometimes because of the ratio of children it’s hard to observe what the children are doing).
T1 - Part 3
Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 3 Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 3 Science Skills 5 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 3 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 5
T2 - Part 1 Question What are your thoughts and impressions about preschool
education? Answer Alam mo ang preschool sa mga young minds, pini prepare natin ang mga bata na yan bago sila mag kinder. Dapat madevelop ang kanilang cognitive, socialization, fine motors, physical motors. Yun ang mga importante sa mga bata. (Preschool prepares children for kindergarten. They have to develop cognitive, socialization, fine motor, and physical motor skills. Those skills are very important)
83
Question What led you to these impressions? Answer Nabuo yan kasi yan ang tinuturo bago mag kinder. Yung di nag preschool, di sila aware on these, kaya pag kinder, dun pa lang sila nagsisimula mag develop. Yung fine motor, nakakapagsulat na sila. (The idea of this is based on what children should be doing in kindergarten, children who did not attend preschool they do not know these skills yet, they are just beginning to learn these concepts. Children who have been practicing their fine motor skills are able to start writing)
Question From a teacher’s perspective, how has your experience been regarding your student’s preschool experience? Answer Madami. Katulad kasi sa akin, yung group ko kasi from 2-5 years old. Sa akin toddlers. Yung 2 kasi sinasabay ko sa malalaki. Kaya yung ibang estudyante ko, 3 pa lang marunong na sila magsulat. Importante talaga yung socialization skills. May mga bata na dinadala 3 times a week lang para ma develop lang communication skills nila. Para madevelop yung speech nila. Kaya dinadala sila sa classroom environment yung mga bata na speech delay. Napaka importante ng socialization. Saka yung creative activities, like painting. Di lang naman fine motors. Ginagamit din ang eyes at brain. (I worked with children from 2 to 5 years mixed group. So from modeling children who are age 3 are able to imitate the older children in their interest in writing. Their socialization is also quite advanced, I had children who are enrolled because of their speech delays and in just 3 weeks their language has developed just from socializing with peers. Creative skills also practices fine motor, to use their eyes and brain in creating art)
Question Did you attend preschool in the Philippines? Answer No. Kasi satin grade1 agad, kasi sa atin sa Pilipinas ang socialization natin sa mga kapitbahay natin. Kung baga, nag number tayo, bilang tayo together 1 to 100. Di ka naghahanap ng kalaro sa kalsada, laging may kalaro. Noong araw, sumasama ako sa lolo ko sa mga Bingo Bingo. Importante din kasi yung interaction between an adult and a child. Sinasama ako ng lolo ko sa tindahan, may bingo dun, yung numbers natin na 1-100 dun natin nakuha kunyare B-11. In-introduce din tayo sa ibang culture. Yung ibang culture na nakuha natin sa mga Spanish, like mga words na galing sa Spanish. Ang mga laro natin tumbang preso. Gross motors. Kapag di ka nakikipaglaro sa ibang bata, nasa isang tabi ka lang, dun nagsisimula ang low self-esteem. Napaka-importante ng early childhood education sa mga bata. (Because center based education in the Philippines started in Grade 1. Also, in the Philippines, our socialization came from meeting or playing with our neighbors. When we play we count and sometimes we count up to 100. Children will play in the streets and you will not run out of playmates. Back in the day, I remember how my grandfather would take me with him to play Bingo with his
84
friends, he would take me to the small street stores and I would sit and play Bingo with them. Interaction between adults and children were present. Also, we had to find and be familiar with the numbers being called out to play the game. We were also introduced to different cultures. Some of our cultures were Spanish-inspired where words are similar to the actual words in Spanish. The games we play with our friends like tumbang preso (a game where you would throw your slippers to aim at a can and make the can reach a destination) developed gross motor skills. In addition, children who are unable to mingle with other children develop low self-esteem. Early childhood education is very important to children.)
Question In what way do you think children learn best? Answer Through play. Yun talaga ang number 1 (it really is number 1). Sa pakikipaglaro sa mga bata dun sila matuto how to interact with their own age. Kahit di ka pa pumupunta sa school, may mga bata na marunong ng mag bilang thru interaction. Mayroong mga bata na nagkukutstara sila, kasi dito, pag nakita nila sa iba, natuto sila to learn to feed themselves. Sa Pilipinas kasi pinapakain pa sila. Saka yun pala, dramatic play, importante din yun. Di ba nag pretend sila na super heroes or being nanay. Diba meron din silang grocery, play money. Marunong silang mag count ng pera. Na distinguish din nila yung fruit and vegetables. Na distinguish nila community health. Natututo sila ng iba’t ibang aspect ng pakikiaglaro na ma-apply nila sa totoong buhay. (When children play that’s where they learn to interact with others. Even when they have no gone to school, there are children who already know how to count. Children also learn by imitation and modeling, children learn how to eat and hold a spoon through watching others eat. When children are fed by their parents, you can see how they model this through their dramatic play when they pretend to be parents. When they play grocery, you see their interest in counting money and they sometimes learn math that way. They can learn about the difference between fruits and vegetables or community health. A lot of their play are taken from their life experiences.)
Question How do you know if the child has successfully learned the concept or skill? Answer Siyempre, pag kausap mo na yung bata. Minsan kapag mag official time, they share what happened during the weekend, their daily living. Dun mo makikita kung may natutunan sya through sharing ng mga ginawa nya. Yung mga speech delay na estudyante ko, during review kahit di sya palasalita, maririnig mo pa rin sila bigla. Akala mo di sila natuto, pero magugulat ka na lang na alam na pala nila. Yung sharing of information from other kids, napaka importante nun. How to learn and share from each other. It is during the interaction that you would know if they are learning anything. Minsan ang mga bata, di mo inaasahan may naiisp na sila at shini-share at makikita mo,
85
marunong na pala sya, it adds to their vocabulary. May everyday routine para makabisa nila yung gagawin, like kapag kakain, maghuhugas muna ng kamay, they will line up and manood ng kaunti. Kasi na apply din nila natutunan sa school sa bahay and vice versa. (Of course, when you talk to the child, during group time they share what happened during the weekend, their daily living. That’s where you see if they have learned anything through their daily sharing. Children with speech delay, during review even when they are not likely to talk too much but if you ask them about their weekend it’s surprising how much they contribute. You think that they are not picking up what you say but they are. Learning and sharing from each other is very important for children. Sometimes, children say things that you don’t expect them to think or share and you see how much they know. Listening to each other’s words add to their vocabulary. They also have every day routines that they grow familiar to, like before eating they have to wash their hands, line up and watch for a little bit. Everything they learn at home they project at school and vice versa.)
Question What is important for a preschool setting to have? Answer Kailangan sa isang class meron tayong cognitive area, dramatic area, literacy area, math, science sa isang classroom na ginagawa ng isang bata sa araw araw. (Each classroom should have a cognitive, dramatic, literacy, math, and science areas that children should explore every day.)
Question What are your top three goals that children have to learn in preschool? Answer Kailangan ma-expose sila sa numbers, letters, and shapes. Kailangan meron silang how to socialize with other kids and with an adult. Kailangan din ng literacy. (Children have to be exposed in numbers, letters, and shapes. Hey also have to know how to socialize with other kids and with other adults. Children also needs to be exposed in literacy.)
Question If you can do something differently as a teacher what do you wish to see more of the children doing? Why? Answer Indoor or outdoor? Siempre kailangan makita mo na nadevelop yung kanilang confidence, lagi kong sinasabi sa mga bata, ayokong makitang nakaupo lang sila. During circle time, gusto ko nagparticipate sila, they wave their hands. Sabi ko, malay mo one day you become an international model, a politician or a president. Sa gayun kasi, bata pa lang nakikita mo na nadevelop yung confidence nila when they expose themselves with other people. I have this Filipino 2-year-old kid, iyak sya ng iyak at ang tagal bago sya na get used to sa school. Tapos nung lumaki na sya sa akin, siyempre may mga community activities, at pumipili ako ng representative ang galing nya kumanta at sumayaw lagi syang front act. Proud ako. kasi maraming skills na nadevelop ang confidence
86
nila, marami akong mga bata na pagdating sa labas ang galing. There’s an Egyptian student, bumalik sya sa akin, bago sya magsimula sa kinder sabi nya “thank you teacher” kasi ang laki ng improvement. Diba may blending sound, kahit mahihirap, nababasa nila. (Of course you have to see them develop their confidence, I always tell the children that I don’t want to see them sitting down during circle time. I want them to participate, wave their hands. I even tell them that who know one day they might be an international model, a politician or a president. In that way while they are children they develop their confidence as they expose themselves with other people. In my class, I have this Filipino 2-year-old kid who just keeps crying and it took the child a while to get used to being at school. When that child grew up, during community activities, that child would represent our class and would sing and dance for the audience. I am very proud of the children I teach because of how the things they do because their confidence is developed. I had a student who came back to our school to say thank you, because he had great improvement from blending words to reading.) There are good batch and there are slow ones too.
Question How do you support the diversity of your students inside the classroom? Answer Kasi dito sa circle time, may kanta kami…, good morning everybody in English, Spanish…tina-Tagalog din namin. (Here when we do our circle time we say good morning to everybody in English, Spanish and Tagalog.). There we introduce different languages. Tinatanong ko mga parents, sinusulat nila. Mahalaga din ang pagkain. Yung Egyptian di ba may amoy pagkain nila, kaya ganun, inaaral din yung pagkain para maapreciate nila ang culture. Like diba dito may Cinco de Mayo tapos nag dress-up tayo ng Mexican. Yung ganun, may mga cultural events, Filipino, Spanish. Malaking bagay sa mga bata. At ang mga parents, gusto nila, may mga batang maseselan pakainin. Yung nanay, ino-observe nya kung paano ko pakakainin yung mga bata. Nung lumipat sila ng apartment, na appreciate nya kami kasi ang haba ng pasensya at kailangan kasi natin mag adjust sa culture nila. Important yung teachers and parents relationship. (I also ask the parents to write and translate words for us. Food is also important, some food have certain smells that can be differentiated and in that way children tie it up to culture. Cultural events are also good ways to introduce and known different cultures. Some children would refuse to try different foods, but the teachers find a way to make them try and parents would watch to see how they manage this. One mother observed and when they had to move to a different apartment she was so thankful to find out ways to convince her child to try new things. Parent and teacher relationships are very important in fostering culture.)
87
T2 - Part 2 Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 34 Question *Why did you come to the US? Answer My child was already here. Question Tell me about your family. Who lives at home? Answer My husband and child Question What is the language spoken at home? Answer Tagalog and English. Kasi alam mo yang anak ko, ayaw ko
makalimutan nya ang tagalog. Kasi nga yung mga Spanish bilingual sila. It is an advantage. Yung anak ko kasi, she has part time job. Sa starbucks sya na may Filipino customer, kapag nagtagalog sya, natutuwa at Filipino pala sya. Kahit na kamusta at kaunti lang alam nya, feel at home na yung kausap mo. Kaya sa bahay tagalog, para di nya makakalimutan. Kasi mas matagal sa school, kaya effort na tagalog kami sa bahay. (Because I don’t want my child to forget how to speak in Tagalog. Hispanic children are often bilingual and it is an advantage. My daughter has a part time job in starbucks and when she gets Filipino costumers when she speaks Tagalog, it makes her customers smile. That’s why at home we practice more Filipino. Children spend most of their time at school speaking English that’s why it is an effort that we practice more Tagalog speaking at home.)
Question How did you become interested in preschool education? Answer Di naman ako talaga preschool teacher, high school teaching ang natapos ko major in science. (I was not a preschool teacher when I started in the country, I was a science high school teacher with my degree in teaching.) But the job available to me was preschool teaching.
Question How much formal education have you been able to access? Answer One license na nga lang, pwede na ako maging supervisor level. Iisipin ko kung gusto ko pa magmasteral. Pero pag-iisipan ko. (I need one more license to qualify for a supervisor level and I’m planning on pursuing a master’s degree)
Question How familiar are you with Preschool Learning Foundations, Curriculum Frameworks and DRDP? Answer Private yung sa amin kaya di kami gumagawa ng DRDP. Pero dati gumagawa ako, long time ago. (At our school, I teach at the Private section so we do not really use this however I am familiar with using it from when I used it before.)
88
T2 - Part 3 Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 3
Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 3 Science Skills 5 Language skills in English 4 Physical Development (Gross) 5 Other Language skills 3 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 5
T3 - Part 1
Question What are your thoughts and impressions about preschool education? Answer Ang preschool education ay pinakaimportante sa pag develop ng bata, kasi yung brain nya ay open pa mara maabsorve yung magagandang values. (Preschool education is important in the development of children’s brains especially because they are still young to pick up good moral values.)
Question From a teacher’s perspective, how has your experience been regarding your student’s preschool experience? Answer Ang preschool ay dapat na mapasensya ka. Marami kang devices. Bawat sabihin mo sa kanila ay may visual aid para na-coordinate nila yung reality sa mga sinasabi mo. Puro sila by examples. (Preschool teaching requires patience and visual aids in order to coordinate them to what you are talking about. They learn by example)
Question Did you attend preschool in the Philippines? Answer No. Question In what way do you think children learn best? Answer By example. It’s a matter of telling stories. Example, how many
children must have some to have equal sharing? I start by giving one for you and then one for her. Isn’t that a math concept? Or let us count by groups – verbal math – if they can follow you. Or by imitation.
Question How do you know if the child has successfully learned the concept or skill? Answer They have make believe stories, or in a form a play, they will share things that they have learned. Example about an apple, this is for you, this is for her.
Question What is important for a preschool setting to have? Answer Patience, continuity of the lessons. Love and care. Concern for the children. Treat them as your own. Treat them well, check on them. Check their moods.
89
Question What is your idea of an ideal preschool? Answer Fair, love and care Question What are your top three goals that children have to learn in
preschool? Answer They can understand the visual aids by sight. Even backward way of writing, they know that. And also moral values. When they see someone fighting, they know that they are not supposed to do that. Most of the time, loving and caring. When you see the kids when they hug. They have something to share. They share their toys.
Question How do you think teachers can accomplish this? Answer Daily repetition of activities. From day one until they come to a point of doing addition and subtraction. Moral values- good conduct. For kids they want everything to be “all mine”. They always say mine. At school we say let us play together. Modeling care, you care because you love each other.
Question How do you support the diversity of your students inside the classroom? Answer By role playing. Pictures and visual aid. Children here can be prejudice by skin color. Show them examples of similarity. Like you have a mom, she has a mom, too. You have a dad, she has a dad, too. We come to this school, then emphasize togetherness. Who is your teacher? You are with me, we belong together. There is another group in another class, but we can go there. We can visit them. Like with food, name the food we have. Thru daily routine emphasize that we are not too different.
T3 - Part 2 Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 40 Question *Why did you come to the US? Answer I came here by myself as an immigrant looking for employment Question Tell me about your family. Who lives at home? Answer I have a roommate. A new one. Question What is the language spoken at home? Answer English and Tagalog Question How did you become interested in preschool education? Answer I started here 1986 as kindergarten. I came December 26 and started
27. Almost 5 years Question How much formal education have you been able to access? Answer BS Ed , Master of arts in Agriculture. The plants here, that’s all my
work. I did not take the credentials but I took other units in child development
90
Question How familiar are you with Preschool Learning Foundations, Curriculum Frameworks and DRDP? Answer Yes. I use DRDP. We attend the workshops and trainings.
T3 - Part 3
Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 4 Social-Emotional Development 5 Math Skills (counting) 4 Language skills in Tagalog 1 Science Skills 4 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 3 Culture Skills (Music, Dance,
Arts) 4
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 4
P1 - Part 1 Question What are your thoughts and impressions about preschool
education? Answer Preschool education better equip the kids for the basic concepts. Better prepare them for their primary schooling
Question What do you think is the role of preschool education in the lives of children? Answer First is the social skills, then cognitive skills, reading & writing and literacy skills.
Question From a parent’s perspective, how has your experience been regarding your student’s preschool experience? Answer She can story tell and recall lessons learned in school. She reports it to us and makes story of her own as a creative thinker. I only have one apo (grandchild). She started school at 3.
Question Did you attend preschool in the Philippines? Answer No. But her mom attended kindergarten Question In what way do you think children learn best? Answer They learn best by modelling and concrete objects and narration on
their own. Question How do you know if your child has successfully learned the
concept or skills? Answer When you ask her questions and she was able to answer, that’s my form of assessment. Like when I model, she follows. That’s an indication that my granddaughter has acquired the skills.
Question What is important for a preschool setting to have? Answer Proximity. Then what they offer? Time they can keep the kids…and what after school program they can offer? If the mom and dad is busy,
91
what after school program can they offer to advance the skills of the child. Like socialization skills.
Question What are your top three goals that children have to learn in preschool? Answer Manners. Although it should start at home. Relationship with others like how they deal with adults and their peers. Communication skills, written and oral and also math skills.
Question If you can suggest to a teacher what you wish to see more of your child doing, what would it be? Why? Answer Being a preschool teachers I guess they know better on how to deal with this so I can’t suggest anything. I give them my full trust. More on level of interaction on social skills.
P1 - Part 2
Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 45 Question *Why did you come to the US? Answer For employment opportunities Question Tell me about your family. Who lives at home? Answer Kami ng Lolo nya, daddy nya and two aunts. (Me and her
grandfather, her dad and two aunts) Question What is the language spoken at home? Answer English and Tagalog Question Do you work outside of the home? If so, tell me about the work
you do. Answer Yes. I am a high school science teacher. Question How much formal education have you been able to access? Answer Masters from the Philippines with further schooling here.
P1 - Part 3
Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 5 Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 4 Science Skills 5 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 4 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 5
92
P2 - Part 1
Question What are your thoughts and impressions about preschool education? Answer It’s just like primary education ng bata bago sya pumunta ng primary school or elementary (of the child before he goes to primary school or elementary).
Question What do you think is the role of preschool education in the lives of children? Answer Malaki, sabi ko nga yan yung first step nya having education sa school. Yung pagiging hiwalay sa pamilya, bata yung kasama at mga teacher. Start to learn everything – Malaki ang magagawa, may advantage. (It has a big role, as I’ve said it is the first step in formal education. They start to learn everything – it will make a big difference, there is an advantage)
Question From a parent’s perspective, how has your experience been regarding your student’s preschool experience? Answer Everything na nagagawa nila sa school. Mga nagagawa nya or na-achieve, na-aaccomplish. Nirereport or pinapakita nya sa akin. Especially mga drawing, coloring (Everything that they do at school from drawing and coloring, all her achievements and accomplishments, she reports it back to us at home.)
Question Did you attend preschool in the Philippines? Answer No. Question In what way do you think children learn best? Answer Ginaguide ko sya sa kung ang madaling paraan na maeenjoy din nya.
Sine-set aside ko yung mga di kelangan gawin. (I guide her, to help her do things easier so that she can enjoy it too. I set aside tasks that she doesn’t need to do)
Question How do you know if your child has successfully learned the concept or skills? Answer Pinapakita nya kung ano nagagawa nya sa school. Doon ko nakikita na proud sya sa ginawa nya, na meron syang na-accomplish sa araw nya yun. Masaya sya, happy sya, kasama nya mga classmate nya, kinukwento nya nangyrai maghapon. Doon ko nakikita na natututo sya and may quality yung education. (She shows use what she can do at school. I see how much she is proud of her accomplishments for that day. She’s happy when she is with her classmates, they talk about things that happened that day. That’s when I see what she’s learning and also the quality of education she is receiving.)
Question What is important for a preschool setting to have? Answer Para sa bata, para sa anak, napakaimportante nya, kumbaga di na kami mahihirapan. (For the school to bring us some ease) I enrolled her [in preschool] so that she is able to do things on her own. Sometimes it is hard for them if they separate from their parents, they develop psychological disturbances. And for parents, we can use the
93
time to find jobs and do errands. It is hard to handle a child full time because you want to put them first. And of course you want them to keep learning, how to make friends and at the same time have fun. I guess it’s fair to say that there is still quality time even when your child is not with you, when they are in preschool
Question What are your top three goals that children have to learn in preschool? Answer Yung Makita ko kung paano sya makitungo sa mga kalaro nya. Mawawla yung grumpiness nya, mawawala yung pagiging spoiled brat minsan na akala mo sya lang pwede magalit or magwala. (To see how they respond to their classmates. When she loses her grumpiness and for her to lose her ‘spoiled brat’ attitude, she thinks it is okay for her to get mad or throw tantrums.)
Question If you can suggest to a teacher what you wish to see more of your child doing, what would it be? Why? Answer Yung laging sinasabi sa akin ng teacher nya yung focus. Kasi always laging yung anak ko nasusunod, pag nasa bahay yan tactless, spoiled kung ano gusto laging nasusunod. Syempre bata sya dinadaan nya sa iyak para masunod. So sa school, natututo sya ng discipline, kung eto yung time na kelangan magsulat, magsulat sya, kung kakain, kakain. Nagkakaroon sya ng time management, na mahalaga especially dito sa America. Na sana maapply nya hanggang sa pagtanda nya, lalo na dito sa America. Especially Time management. (My child likes to get her way at home, at school she follows the rules, and she learns to be disciplined. If it’s the time to write, she will write, time to eat, she will eat. She is learning how to manage her time which is very important in America. I hope she will be able to apply that as she grows older.)
P2 - Part 2
Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 16 or 15 Question *Why did you come to the US? Answer My parents moved for better opportunities. Question Tell me about your family. Who lives at home? Answer Tatlo lang kami, hopefully my son will come soon. (It’s just us three,
my daughter and her mom, hopefully my son from the Philippines will join us soon.)
Question What is the language spoken at home? Answer Visayan, English and Tagalog Question Do you work outside of the home? If so, tell me about the work
you do. Answer Unemployed, full time baby sitter. But I have started taking part time jobs.
94
Question How much formal education have you been able to access? Answer College graduate, I took up Commerce Management in the Philippines
P2 - Part 3 Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 5
Social-Emotional Development 5 Math Skills (counting) 5 Language skills in Tagalog 5 Science Skills 5 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 4 Culture Skills (Music, Dance,
Arts) 5
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 5
P3 - Part 1 Question What are your thoughts and impressions about preschool
education? Answer Preschool education teaches children social skills to become logical learners. So I guess, basically it is beneficial for kinder and higher education.
Question From a parent’s perspective, how has your experience been regarding your student’s preschool experience? Answer My mom is a preschool teacher, so now what I am seeing it in my kids. It is a memorable and wonderful experience for us.
Question Did you attend preschool in the Philippines? Answer Yes. I went to a Chinese School. I remember there are lots of events. My mom taught in the same school.
Question In what way do you think children learn best? Answer I think they learn best if it is a play and learn environment. Question How do you know if your child has successfully learned the
concept or skills? Answer Like I didn’t even know, she knows how to write her name without tracing. And I’ll be surprised when she wrote it when she’s drawing at home. And so I know she’s learning.
Question What is important for a preschool setting to have? Answer Fully staffed to support all the children in the school. I think like a safe environment. Like knowing that my daughter will be, like when I brought her the first time, she’s confident being there.
Question What are your top three goals that children have to learn in preschool? Answer Advancement of social Skills, Build her confidence, Effective communication skills cause medyo mahiyain (she’s a bit shy)
95
Question If you can suggest to a teacher what you wish to see more of your child doing, what would it be? Why? Answer I think it could be, because she’s really shy, she doesn’t speak loud. Her teacher encourages her to speak in class. I am hearing that she’s now participating in class. So I guess more of that.
P3 - Part 2
Question Where were you born? In the Philippines? United States? Answer Philippines Question *How old were you when you immigrated? Answer 15 Question *Why did you come to the US? Answer Actually my parents are already here. My sister and I got petitioned
separate times. Question Tell me about your family. Who lives at home? Answer My husband and I and the 2 kids live together. We have been married
for 10 years, my kids are 9 and 5, both girls. Question What is the language spoken at home? Answer Tagalog and English but the kids don’t understand. I mean they
understand a little bit but we try to speak more Tagalog. Question Do you work outside of the home? If so, tell me about the work
you do. Answer Actually both, I have 2 jobs. I work full time in a location in downtown LA in a jewellery store – practically manage everything – accounting up to social media. The other is part time, they call me when they needed me, like Mother’s day, they are usually busy during Mother’s day and Christmas. I do graphic design for them and some data entry. And that’s from home.
Question How much formal education have you been able to access? Answer I went to different colleges here. It’s just community college, it’s accounting. Just trade courses for Accounting
P3 - Part 3 Domain Value Domain Value Self-Care Skills (Self-Help) 5 Religion/Praying 4
Social-Emotional Development 5 Math Skills (counting) 4 Language skills in Tagalog 4 Science Skills 4 Language skills in English 5 Physical Development (Gross) 5 Other Language skills 4 Culture Skills (Music, Dance,
Arts) 4
Reading and Literacy Skills 5 Values Development/Good Moral and Right Conduct (GMRC)
5 Writing Skills (Fine Motor) 5 Safety Skills (Inner City skills) 5 Health Awareness 5 Citizenry Skills (Flag, National
Anthem) 4
96
APPENDIX F: TEACHER INTERVIEW QUESTIONNAIRE Teacher Interview Questions Prompt for Researcher *This form includes prompts that might be asked in order to probe for more information.
Part 1 1. What are your thoughts and impressions about preschool education? (Ano sa inyong
palagay ang preschool education?) What led you to these impressions? What do you know about preschool education in United States? How did you learn about it? What do you think is the role of preschool education in the lives of children?
2. From a teacher’s perspective, how has your experience been regarding your student’s preschool experience?
3. Did you attend preschool in the Philippines? What was that like? What do you remember? Can you recall some specific memories? 4. In what way do you think children learn best? (Sa paanong paraan natututo ang anak
nyo ng maigi?) In other words, how do children learn new information? What do you try to do to teach your child? How do you know if that child has successfully learned the concept or skill? Can you tell me about one or two examples of this?
5. As a teacher, what is important for a preschool to have? (Bilang guro, ano ang mahahalangang bagay na dapat meron sa isang preschool?) Why have you identified these? What is your idea of an ideal preschool?
6. What are your top three goals that children have to learn in preschool? What skills or behaviors are most important? How do you seek to accomplish these goals? How do you think teachers can accomplish this? If you can do something differently as a teacher what do you wish to see more of the children doing? Why?
7. How do you support the diversity of your students inside the classroom? Can you provide a few examples. Part 2 1. Where were you born in the Philippines, United States or elsewhere? If Philippines or elsewhere. o How old were you when you immigrated? o Why did you come to the US? 2. Tell me about your family. Who lives at home? Do you have other relatives nearby? Do they live with you? How long have you been living with relatives?
97
5 - Very important 4 - Somewhat important 3 - It’s alright 2 - Not important 1 - Can do without, not important at all
3. What is the language spoken at home? Is there more than one language? Please tell me about this. 4. How did you become interested in preschool education? How long have you been teaching? What age groups? 5. How much formal education have you been able to access? Where did you obtain this education? Do you have a Children’s Center Permit or other credential/license? What do you do for continued professional development? How familiar are you with Preschool Learning Foundations, Curriculum
Frameworks and DRDP? Part 3 Now I have a few short questions to ask that have a numerical value to them, with 5 being most/every/all and 1 being least/never/none. For example, if the question was “Do you like pancit?” A five would represent that you LOVE pancit, but it you really don’t like it all, you would say 1 or maybe 3 if you can eat it but you don’t really care for it. Please provide a value from 1 to 5 for the following, with 5 meaning very important and 1 being not important at all. Which of the following domains (subjects/concepts) of learning are most important for preschool-aged children?
Domain Value Domain Value Self-Care Skills (Self-Help) Religion/Praying Social-Emotional Development Math Skills (counting) Language skills in Tagalog Science Skills Language skills in English Physical Development (Gross) Other Language skills Culture Skills (Music, Dance,
Arts)
Reading and Literacy Skills Values Development/Good Moral and Right Conduct (GMRC)
Writing Skills (Fine Motor) Safety Skills (Inner City skills) Health Awareness Citizenry Skills (Flag, National
Anthem)
Do you have any questions for me? -END-
98
APPENDIX G: PARENT INTERVIEW QUESTIONNAIRE Parent Interview Questions Prompt for Researcher *This form includes prompts that might be asked in order to probe for more information.
Part 1 8. What are your thoughts and impressions about preschool education? (Ano sa inyong
palagay ang preschool education?) What led you to these impressions? What do you know about preschool education in United States? How did you learn about it? What do you think is the role of preschool education in the life of your child?
9. From a parents’ perspective, how has your experience been regarding your child’s preschool experience? Did all of your children attend preschool? (*If the parent has more than
one child) 10. Did you attend preschool in the Philippines? What was that like? What do you remember? Can you recall some specific memories? 11. In what way do you think children learn best? (Sa paanong paraan natututo ang anak
nyo ng maigi?) In other words, how do children learn new information? What do you try to do to teach your child? How do you know if that child has successfully learned the concept or skill? Can you tell me about one or two examples of this?
12. As a parent, what is important for a preschool to have? (Bilang magulang, ano ang mahahalangang bagay na dapat meron sa isang preschool?) Why have you identified these? What were you looking for in a preschool?
13. What are your top three goals for your child to learn in preschool? What skills or behaviors are most important? How do you seek to accomplish these goals? How do you think teachers can accomplish this? If you can suggest to a teacher what you wish to see more of your child doing, what would it be? Why?
Part 2 6. Where were you born in the Philippines, United States or elsewhere? If Philippines or elsewhere. o How old were you when you immigrated? o Why did you come to the US? Were your children born in the USA or elsewhere? 7. Tell me about your family. Who lives at home and how old are your children? Do you have other relatives nearby? Do they live with you?
99
5 - Very important 4 - Somewhat important 3 - It’s alright 2 - Not important 1 - Can do without, not important at all
How long have you been living with relatives? 8. Do you work outside of the home? If so, tell me about the work you do? 9. How much formal education have you been able to access? Where did you obtain this education? 10. What is the language spoken at home? Is there more than one language? Please tell me about this. Part 3 Now I have a few short questions to ask that have a numerical value to them, with 5 being most/every/all and 1 being least/never/none. For example, if the question was “Do you like pancit?” A five would represent that you LOVE pancit, but it you really don’t like it all, you would say 1 or maybe 3 if you can eat it but you don’t really care for it. Please provide a value from 1 to 5 for the following, with 5 meaning very important and 1 being not important at all. Which of the following domains (subjects/concepts) of learning are most important to you for your preschool-age child?
Domain Value Domain Value Self-Care Skills (Self-Help) Religion/Praying Social-Emotional Development Math Skills (counting) Language skills in Tagalog Science Skills Language skills in English Physical Development (Gross) Other Language skills Culture Skills (Music, Dance,
Arts)
Reading and Literacy Skills Values Development/Good Moral and Right Conduct (GMRC)
Writing Skills (Fine Motor) Safety Skills (Inner City skills) Health Awareness Citizenry Skills (Flag, National
Anthem)
Do you have any questions for me? -END-
100
APPENDIX H: DIRECTOR INTERVIEW QUESTIONNAIRE Director Interview Questions Prompt for Researcher *This form includes prompts that might be asked in order to probe for more information.
Part 1 14. What are your thoughts and impressions about preschool education? (Ano sa inyong
palagay ang preschool education?) What led you to these impressions? What do you know about preschool education in United States? How did you learn about it? What do you think is the role of preschool education in the lives of children?
15. From a teacher’s perspective, how has your experience been regarding your student’s preschool experience?
16. Did you attend preschool in the Philippines? What was that like? What do you remember? Can you recall some specific memories? 17. In what way do you think children learn best? (Sa paanong paraan natututo ang bata
ng maigi?) In other words, how do children learn new information? What do you try to do to teach your child? How do you know if that child has successfully learned the concept or skill? Can you tell me about one or two examples of this?
18. As a teacher, what is important for a preschool to have? (Bilang guro, ano ang mahahalangang bagay na dapat meron sa isang preschool?) Why have you identified these? What is your idea of an ideal preschool?
19. What are your top three goals that children have to learn in preschool? What skills or behaviors are most important? How do you seek to accomplish these goals? How do you think teachers can accomplish this? If you can do something differently as a teacher what do you wish to see more of the children doing? Why?
20. How do you support the diversity of your students inside the classroom? Can you provide a few examples. Part 2 11. Where were you born in the Philippines, United States or elsewhere? If Philippines or elsewhere. o How old were you when you immigrated? o Why did you come to the US? 12. Tell me about your family. Who lives at home? Do you have other relatives nearby? Do they live with you? How long have you been living with relatives?
101
5 - Very important 4 - Somewhat important 3 - It’s alright 2 - Not important 1 - Can do without, not important at all
13. What is the language spoken at home? Is there more than one language? Please tell me about this.
14. How did you become interested in preschool education? How long have you been teaching? What age groups?
15. How much formal education have you been able to access? Where did you obtain this education? Do you have a Children’s Center Permit or other credential/license? What do you do for continued professional development? How familiar are you with Preschool Learning Foundations, Curriculum Frameworks and DRDP?
Part 3 Now I have a few short questions to ask that have a numerical value to them, with 5 being most/every/all and 1 being least/never/none. For example, if the question was “Do you like pancit?” A five would represent that you LOVE pancit, but it you really don’t like it all, you would say 1 or maybe 3 if you can eat it but you don’t really care for it. Please provide a value from 1 to 5 for the following, with 5 meaning very important and 1 being not important at all. Which of the following domains (subjects/concepts) of learning are most important for preschool-aged children?
Domain Value Domain Value Self-Care Skills (Self-Help) Religion/Praying Social-Emotional Development Math Skills (counting) Language skills in Tagalog Science Skills Language skills in English Physical Development (Gross) Other Language skills Culture Skills (Music, Dance,
Arts)
Reading and Literacy Skills Values Development/Good Moral and Right Conduct (GMRC)
Writing Skills (Fine Motor) Safety Skills (Inner City skills) Health Awareness Citizenry Skills (Flag, National
Anthem)
Director Specific Questions
1. Briefly describe the history of the school. What was your original mission and vision when you first started this school? How has it changed? Was there any difficulty in pursuing this school?
102
2. What is your vision for the school? What else do you want to school to improve on? 3. What do you think sets your school apart from the other schools? What are your “selling points”? 4. Can you describe your community? 5. How does your school with its teachers and staff support the surrounding culture
in your community? 6. What is most memorable accomplishment that you have achieved for this school?
Do you have any questions for me?
-END-
103
APPENDIX I: PARTICIPANT DOMAIN RATING Domains A1 A2 T1 T2 T3 P1 P2 P3 SD Language skills in Tagalog 5 5 3 3 1 4 5 4 1.39 Religion/Praying 4 5 3 3 4 5 5 4 0.83 Other Language skills 4 4 3 3 3 4 4 4 0.52 Citizenry Skills (Flag, National Anthem) 4 5 5 5 4 5 5 4 0.52 Math Skills (Counting) 5 5 5 5 4 5 5 4 0.46 Science Skills 5 5 5 5 4 5 5 4 0.46 Culture Skills (Music, Dance, Arts) 5 5 5 5 4 5 5 4 0.46 Language skills in English 5 5 5 4 5 5 5 5 0.35 Writing Skills (Fine Motor) 5 5 4 5 5 5 5 5 0.35 Self-Care Skills (Self-Help) 5 5 5 5 5 5 5 5 0 Social-Emotional Development 5 5 5 5 5 5 5 5 0 Reading and Literacy Skills 5 5 5 5 5 5 5 5 0 Health Awareness 5 5 5 5 5 5 5 5 0 Physical Development (Gross) 5 5 5 5 5 5 5 5 0 Values Development/GMRC 5 5 5 5 5 5 5 5 0 Safety Skills (Inner City skills) 5 5 5 5 5 5 5 5 0
Related Documents
![The Filipino Family Involvement in Preschool [Autosaved]](https://static.cupdf.com/doc/110x72/577cc8591a28aba711a292b4/the-filipino-family-involvement-in-preschool-autosaved.jpg)
