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Chapter I

THE PROBLEM AND ITS SETTING

INTRODUCTION
Children are fond of playing. They enjoy while learning. Play is very essential to
children. It contributes for their growth and development and can expand their
understanding of themselves and others, their knowledge of the physical world, and
their ability to communicate with peers and adults. 1 Through play, people can observe
the different kinds of behavior of children because it varies from time to time. Also, it
gives some reasons why children manifest varied behaviors.
Behaviors are manners or reactions of a person to a certain situation that
sometimes can be positive or negative. 2 Childrens behaviors are inconsistent. They act
accordingly or differently in a given scenario. Some children behave properly, some are
considerate and others misbehave. They are learning everything about they live in from
a fresh perspective, including their behaviors. Childrens behaviors arent just the result
of their individual personalities or temperaments. They learn their behaviors. They must
learn which behaviors not to engage in and which ones to replace them with. 3
Behavior problem at school interfere with lesson or activities and disturb other
pupils. These problems often overwhelm teachers, particularly novices, and some
consider them the most difficult aspects of a teachers work day. 4 A teacher must be
aware on how to handle different kinds of behaviors. Proper intervention and
reinforcement must be done for every observable behavior of the children. Using these,
unexpected behaviors will be minimized.

This study will help the reader to be informed about different behaviors of
kindergarten pupils manifested during play activities. This will also help them see what
the factors that causes such behaviors. This descriptive study was conducted in Ligao
East Central School, Tuburan, Ligao City during our Field Study.

OBJECTIVES OF THE STUDY


A. General
To identify the behaviors manifested in play activities by kindergarten pupils in
Ligao East Central School, Tuburan, Ligao City.
B. Specific
1.
2. To determine the factors that cause the behaviors manifested in play activities
by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City.
3. To find out the reinforcements of the teachers for the positive behaviors acted
by the pupils in Ligao East Central School, Tuburan, Ligao City.
4. To find out the possible interventions of the teachers for the negative behaviors
of the pupils in Ligao East Central School, Tuburan, Ligao City.

STATEMENT OF THE PROBLEM


A. General
This study aims to identify the behaviors manifested in play activities by
kindergarten pupils in Ligao East Central School, Tuburan, Ligao City.

B. Specific
2

1. What are the behaviors manifested in play activities by kindergarten pupils in


Ligao East Central School, Tuburan, Ligao City?
2. What are the causes of the behaviors manifested in play activities by
kindergarten pupils in Ligao East Central School, Tuburan, Ligao City?
2. What are the reinforcements of the teacher for the positive behaviors acted by
the pupils in Ligao East Central School, Tuburan, Ligao City?
3. What are the possible interventions of the teacher for the negative behaviors
of the pupils in Ligao East Central School, Tuburan, Ligao City?

ASSUMPTIONS OF THE STUDY


This study was premised on the following assumptions:
1. There are different behaviors manifested in play activities by kindergarten
pupils in Ligao East Central School, Tuburan, Ligao City.
2. There are factors that cause the behaviors manifested in play activities by
kindergarten pupils in Ligao East Central School, Tuburan, Ligao City.
2. There are various reinforcements of the teachers for the positive behaviors of
the pupils in Ligao East Central School, Tuburan, Ligao City.
3. There are possible interventions of the teachers for the negative behaviors of
the pupils in Ligao East Central School, Tuburan, Ligao City.

SIGNIFICANCE OF THE STUDY


The result of this study will benefit the following:

Teachers. They will be informed about the causes of behaviors encountered


during play activities. This will help them see the factors that affect childrens behaviors.
Also, this study gives them some knowledge about possible reinforcements as well as
interventions for pupils behaviors.
Parents. This will give them information about the causes of their childrens
behaviors during play activities. Also, this study will help them understand why teachers
give reinforcements and interventions to their children.
Future Researcher. This will serve as reference that has relation to their study.

SCOPE AND DELIMITATIONS OF THE STUDY


Scope
The study aims to identify the behaviors manifested in play activities by
kindergarten pupils and its causes. Also, it provides some knowledge about teachers
reinforcements and interventions to childrens behaviors.
Delimitations
The study focused only to kindergarten pupils in Ligao East Central School,
Tuburan, Ligao City. This is also applicable to other grade level in elementary education
during play activities but not in other classroom activities.

NOTES

www.kidsource.com/The Nature of Childrens Play by David Fernie, 2014/


The New Websters Dictionary of English Language, International Edition, 1995 by
Lexicon Publication, Inc.

www.ehow.com/Parents Effect on Child Behavior by Josalin Mitchell, 2014/

www.ehow.com/Common Behavior Problems in Classroom by Naomi Bolton,


September 5, 2014/

Chapter II
5

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the related literature and studies that the researchers
were able to accumulate in relation to the topic about the behaviors manifested in play
activities by kindergarten pupils in Ligao East Central School, Tuburan Ligao City.

RELATED LITERATURE
Foreign
Play behavior in children starts at birth and is crucial to their development. Plays
promote childrens social skills, fine and gross motor skills, build their self-esteem and
help them relieve stress. It is a childs job to play.1 For young children aged two to 12,
play is an important aspect of behavioral development. Like adults, young children can
experience swings in behavior dependent upon moods, bad days and social situations.
However, children can learn how to develop and choose good, healthy behavior overall
with help from parents or guardians. Parents and guardians can play games to teach
children how to take turns, manage anger, understand boundaries and play interactively
with other children. While playing, parents and guardians have the opportunity to
observe any areas of behavior their child struggles with, like bossiness or an
unwillingness to share, and can make moves to eradicate those behaviors. 2
Many scientists believe that environmental factors play a bigger role in children's
behavior then genetics do. Factors such as parenting, community involvement, and the
school they go to, how many siblings they have and where they grow up all play a role

in a child's behavior. All these are learned behaviors that can be taught and vary
depending on different factors.
The nature vs. nurture debate has been going on for centuries and it is still fairly
unclear how much of a role genetics and learned behavior play in a children's
developing behavior.3 One of the most important things parents can do to effectively
regulate the behavior of their children, according to AllPsych Online, is to set clear
expectations and communicate clearly to the child. Parents should go into any situation
in which they are correcting their children's behavior with a plan. Children need to
understand why the behavior was wrong, not just that they shouldn't do it. Children also
need clearly communicated expectations. They need to know what behavior they should
engage in instead. If children don't know why what they did was wrong or how to
change the behavior, they won't likely to respond to parental advisement. 4
Local
People oftentimes overlook the fact that stubbornness among kids is a
completely normal behavior. They are not little adults. They do not come into this world
equipped with the knowledge of what's right and wrong. Much of their misbehaviors,
power struggles, whining, and tantrums are simply normal for their age. They need to
remember that we too had our own mischief and outbursts during our early years, no
matter how behaved and mature they may be now. Good that there are some strategies
that can help to maintain our control over our kids without resorting to corporal
punishment. They may use the kids' mindset to win them over. Surely, the next time
they call them they will listen and comply in no time. 5

Parents instill discipline in order to arm them with the proper tools for surviving in
the real world while creating a harmonious relationship with others around them. How
well they instill such learning ushers them into forming set ways of identifying choices
on how they live their lives. In their book, Growing Kids Gods Way, Garry and Anne
Marie Ezzo share that parents must set boundaries and give little freedom during the
formative years of a child. As the child grows up with a proper understanding of the
boundaries and is given more responsibilities, they may slowly be given more freedom
to exercise their choices. Giving a child too much freedom at a very young age
endangers the child.6

Related Studies
Foreign
The study of Zirpoli, T.J. (2014), Environmental Influences on Young Children's
Behavior states that all children misbehave at timesthis, of course, is normal. A
caregiver's response to inappropriate behaviors, however, will frequently determine the
future course for both the misbehavior and the child. When a caregiver provides
attention to a child during a temper tantrum, for example, the child is likely to exhibit
tantrum behavior in the future as a means of getting adult attention and having
demands met. In fact, the frequency and intensity of tantrums will increase over time as
the child learns how to use tantrums to manipulate adult behavior. On the other hand,
when a caregiver refuses to give in to a child/s demands during and immediately
following a temper tantrum, the child is unlikely to demonstrate tantrum behavior in the

future. Thus, the relationship is clear between the rate of children's misbehavior and the
response they receive from significant caregivers in their environment. 7
In the study of Goodman, Robin F., Ph. D, et. al. (2010) in How to Discipline
Children and Help Them Develop Self-Control states that all children misbehave at
some time; it's part of finding out what appropriate behavior is and where the limits are.
Children may throw tantrums, test the rules, start fights, refuse to cooperate with family
routines, use bad languagethe list goes on. As parents teach children appropriate
behavior, what the expected rules and boundaries are all about, it's important to
remember the goals of discipline. Discipline means helping a child develop self control
and a sense of limits, experience the consequences of his/her behavior, and learn from
his/her mistakes. Discipline does not mean punishment or conflict between parent and
child. All children need the security of knowing the rules and boundaries of behavior;
without them they feel at a loss.8
Local
In the study of Dr. Leynes-Juadiong, Lilian entitled, Learning through Exploring,
when children play, they feel in control of their world. That builds a sense of
competence, strengthening self-esteem and confidence. Children learn best through
direct, hands-on experience. Playing facilitates the physical, social, and emotional
development of children. Let children know how much you value helping, caring, and
sharing; and be a good role model to them. The most important role of parents is that of
a behavior model. Children tend to mimic what adults do more often than what they say.
The ways that you communicate, solve problems, and relate to others coupled with

an enriched learning environment form a powerful tool for how your children will learn
and behave beyond the four walls of the classroom.9
In the study about How Positive Reinforcement Works, whenever a child
exhibits a behavior, there are either positive or negative consequences that result. If a
child receives a negative consequence, like time out, hes less likely to repeat that
behavior again. However, if a child receives a positive consequence, it encourages him
to repeat the behavior again. Positive reinforcement doesnt just affect childrens
behavior. It also affects adults. For example, most people go to work so they can
receive a paycheck. This paycheck provides positive reinforcement reinforces that
encourages people to continue to go to work.10
SYNTHESIS OF THE STATE-OF-THE-ART
The aforementioned review of related studies showed childrens behaviors can
be a product of nature or nurture. Many scientists believed that environmental factors
play a bigger role in children's behavior than genetics do. Factors such as socioeconomic status of the family, how many siblings they have, childs position in the
family, health condition and where they grow up all play a role in a child's behavior. All
these are learned behaviors that can be taught and vary depending on different factors.
According to Zirpoli, T.J. (2014), it is normal when a child misbehaves. The
behavior of the child will depend on the intervention of the caregivers or the parents.
Goodman, Robin F., Ph. D., et. al, children must know how to control their
behaviors. All children need the security of knowing the rules and boundaries of
behavior; without them they feel at a loss.

10

According to Dr. Leynes-Juadiong, Lilian, children imitate what they saw and
heard from other people. So, parents must be careful in their actions to avoid imitating
their negative behaviors. They must act as a good model to their children.
Reinforcement is very important in building childrens positive behaviors towards
play activities. Also, it encourages the children to act appropriately.
The above studies are similar to the present study because they all deal with
childrens behaviors.

GAP BRIDGED BY THE STUDY


After having thorough consideration of all the accumulated related literature and
studies, and having been assured that there is no research materials in existence which
deals with the topic the behaviors manifested in play activities by kindergarten pupils in
Ligao East Central School, Tuburan, Ligao City this descriptive research study will be
undertaken in order to bridge that gap.

THEORETICAL FRAMEWORK OF THE STUDY


The study adopted the Behaviorism Theory, an approach to knowledge
discovered by John Watson in the early 20th century. This theory states that our
behavior is separate from the way our mind operates, therefore, learning is acquired
through observation and reinforcement. Behaviorist learning theory is also referred to as
direct instruction. Behaviorism, unlike other psychological doctrines, takes the position
that psychology is the study of human behavior, not the study of the human mind.

11

According to the theory of behaviorism, behavior is not determined by inner cues or


complex psychological thought processes. Behavior is determined by outside forces
referred to as stimuli.11
Operant Conditioning Theory was the brain-child of behavioral scientist B.F.
Skinner. Skinner believed that many behaviors were too complex to be explained by
classical conditioning. Skinner developed the theory of operant conditioning, which
reduces the cause of behaviors to a system of reward and punishment. The underlying
philosophy is that subjects will continue to perform behaviors that are repeatedly
rewarded and discontinue behaviors that are repeatedly punished. 12

12

Behaviorism Theory by

Operant Conditioning Theory

John Watson

by B.F. Skinner

Behaviors Manifested in Play Activities by


Kindergarten Pupils in Ligao East Central
School

Figure 1
Theoretical Paradigm of the Study

CONCEPTUAL FRAMEWORK OF THE STUDY


13

This study was conducted to determine the behaviors manifested in play


activities by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City.
Subjected to identify the common behaviors manifested in play activities by
kindergarten pupils (INPUT) into a descriptive method of analysis (PROCESS) utilizing
an interview form of a structural questionnaire and a play observation checklist. The
gathered data were then subjected to statistical treatment and interpreted using
frequency count and percentage technique. The researchers predicted that the results
of the study (OUTPUT) about the behaviors manifested in play activities by kindergarten
pupils were indentified.

14

INPUT
Behaviors of
Kindergarten
Pupils during Play
Activities in Ligao
East Central
School

PROCESS

OUTPUT

Descriptive Method
Play Observation
Checklist
Questionnaire
Frequency Count
Percentage
Actual Interview

Majority of the
Behaviors of
Kindergarten
Pupils during Play
Activities were
Identified

FEEDBACK

Figure 2
Conceptual Paradigm of the Study

DEFINITION OF TERMS

15

For clarity purposes and in order to establish a better understanding of the terms
and expressions used in the study the following words are conceptually and
operationally defined.
BEHAVIORS. Are manners or reactions of a person to a certain situation that
sometimes can be positive or negative.13
KINDERGARTEN PUPILS. Are group of children age ranges at least five years
of age enrolled in kindergarten level.
CAUSES. Factors which affect the behavior of the children.
REINFORCEMENT. To strengthen a tendency to act in a desired manner
especially by a system of rewards.14
INTERVENTION. To happen unexpectedly especially so as to modify or prevent
time, events, behaviors, etc.15

NOTES

16

The Play Behavior of a Child by Jenivieve Elly, Demand Media (2014)

Childrens Activities for Behavioral Development by Leslie Nierste, eHow Contributor,

2014
3

Genetic and Learned Behaviors in Children by Sara Higley, eHow Contributor, 2014

Parents- Effect on Child Behavior by Josalin Mitchell, eHow Contributor, 2014

www.philstar.com/Learning-through-Exploring/

www.philstar.com/How to Make Kids Listen and Obey by Palmera, Erica, April 14,

2014/
6

The Truth about Consequences by Maricel Laxa, April 26, 2012

www.Education.com/reference/article/Environmental Influence-Children Behavior by

Zirpoli, T.J., April 30, 2014


8

www.Education.com/reference/article/How to Discipline Children and Help them

Develop Self Control by Goodman, Robin, Ph. D., et. al., 2010
9

Dr. Leynes-Juadiong, Lilian, Learning Through Exploring, June 11, 2011

10

www.philstar.com/How Positive Reinforcement Works/

11

www.wikipedia.com/Behaviorism by John Watson/

12

www.wikipedia.com/Operant Conditioning by B.F. Skinner/

13

The New Websters Dictionary of the English Language, p. 87

14

The New Websters Dictionary of the English Language, p. 506

15

The New Websters Dictionary of the English Language, p. 840

Chapter III

17

RESEARH METHODOLOGY

This chapter presents and discussed the research design which includes the
research methods used, the sources of data, the research instruments, the respondents
of the study, the data gathering procedures, validation of the questionnaire,
administration of the questionnaire and the statistical treatment used.

RESEARCH METHOD
The researchers made use of the descriptive method to get the appropriate
answers to the given problem and questions. Under this method, the researchers made
used of observational method to determine/identify the behaviors manifested in play
activities by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City. The
naturalistic observation also known as non-participant observation enables the
researchers to collect direct information about pupils ongoing behaviors in play
activities.

SOURCES OF DATA
To support and to discuss the main and sub-topic of this study, the researchers
made used of play observation checklist, survey questionnaire and an actual interview
as the primary sources of data. While the secondary sources of data came from the
various related literature and studies such as books, internet, and library and theses
dissertation.
THE RESEARCH INSTRUMENTS

18

The research instruments employed in this study are:

Play Observation Checklist


-

Consists of different behaviors that pertain to initiation play, energy


expanded in play, concentration and content of play. The researchers will
just check whether a certain behavior is observed. Also, the researchers
can write comments/questions in the observed behavior.

Survey Questionnaire and Actual Interview (for Teachers)

Used to determine what kind of reinforcement given to pupils for their


positive behaviors and possible intervention for their negative behaviors.

Survey Questionnaire (for Parents)


-

Used to know the causes of childrens behaviors.

RESPONDENTS OF THE STUDY


The researchers chose thirty (30) kindergarten pupils in Ligao East Central
School, Tuburan, Ligao City to be observed for the Play Observation Checklist. There
were ten (10) parents who have children enrolled in kindergarten at the said institution
volunteered to answer the survey questionnaires. And, two (2) kindergarten teachers
were interviewed and answered the questions in a given questionnaire. All in all, the
study has forty (42) respondents.

Table 1
19

The Respondents of the Study


Selected Respondents
Kindergarten Teachers
Parents
Total

Number of Respondents
2
10
12

DATA GATHERING PROCEDURES


The data gathering procedure was officially started through an observation of the
behaviors of the kindergarten pupils during play activities. Then, the researchers began
in checking the Play Observation Checklist.
A day after, the researchers distributed a set of questionnaire to some
volunteered parents who have children in the said observed group of kindergarten
pupils. They were oriented about the content and given enough time to answer them.
The two (2) kindergarten teachers were interviewed and given questionnaires.
After which, the researchers personally retrieved the questionnaires.

Table 2
Distribution and Retrieval of the Questionnaires
Number of
Respondents
Questionnaires
Distributed
Parents
10
Teachers
2
Total
12
VALIDATION OF THE QUESTIONNAIRE

Number of
Questionnaires
Retrieved
10
2
12

20

Retrieval Rate %
100
100
100

The researchers prepared a Play Observation Checklist for the pupils, a


Survey Questionnaire for volunteer parents, and an Actual Interview and Questionnaire
for teachers.
The dry run was conducted to test the quality of questions in terms of clarity
of language and words used. Questions were meticulously examined and validated. The
researchers conducted the validation at Lower Binogsacan, Guinobatan, Albay.

ADMINISTRATION OF THE QUESTIONNAIRE


The questionnaires were personally distributed to the respondents in their
respected school and households with the instruction on how to answers the questions
provided. The respondents had the chance to study and answer it honestly. There were
instructed as to when the answered questionnaires would be collected or retrieved.
The play observation checklists were properly used by the researchers. The
observed behaviors were honestly checked and commented.

STATISTICAL TOOL
The statistical tool utilized in the statistical treatment of the data was
frequency count in percentage technique.
Frequency Count
Was used to describe the respondents response in terms of quantity and it
was also a simple one by one counting.

Percentage Technique

21

Used relative proportions by the value taken from the sub-grouped to be


determined by dividing the sum total of the sub-group by the sum of the value of entire
group and multiply them by one hundred. It was used in the play observation checklist
to determine the percentage of the common behaviors observed during play activities.
Also, it was applied to the questionnaires distributed to the volunteered parents to know
which among the causes had the highest percentage that triggers the child to behave in
that manner.
The formula is expressed as:
P = f/n x 100
Where:
P = is the percentage equivalent
f = frequency of data gathered
n = total number of respondents
100 = is a constant multiplier

Chapter IV

22

BEHAVIORS MANIFESTED IN PLAY ACTIVITIES BY KINDERGARTEN PUPILS IN


LIGAO EAST CENTRAL SCHOOL, TUBURAN, LIGAO CITY

This chapter presents the analysis and interpretations of the data and
information of the topic, the behaviors manifested in play activities by kindergarten
pupils in Ligao East Central School, Tuburan, Ligao City.

Table 3
Behaviors Manifested in Play Activities by Kindergarten Pupils
N = 30 (Pupils)
Behaviors Manifested
in Play Activities by
Kindergarten Pupils
A. INITIATION PLAY
Child quickly engages
in play
Child requires help in
getting started
Child needs
encouragement
Child directs his/her
own play
Child shows
initiative/curiosity
Child appears impulsive
Child initiates but
appears unable to stay
with task
B. ENERGY
EXPANDED IN PLAY
Child works at an even
pace
Child pursues activities
to the point of tiring out
Child gain momentum
as play proceeds

Yes
Frequency Percentag
e

No
Frequency

Percentage

23

76.67

20

16

53.33

26.67

13

43.33

12

40

23

76.67

16.67

24

80

10

18

60

30

15

50

16.67

20

66.67

10

20

66.67

13.33

21

70

16.67

23

Childs movements are


well coordinated/goal
directed
Childs pace varies with
activity
Play seems
listless/lethargic
C. CONCENTRATION
Childs maintains
consistent attention to
task
Child easily distracts by
miscellaneous noise
Child sings, hums, or
talks to self
D. CONTENT OF PLAY
Child shows a positive
emotional tone in play
Child throws or destroy
play materials
Child has peculiar
elements to play
Childs play content
appears haphazard
Childs play shows
creativity and
imagination
Play integrates others
Play appears rigid
Play content is age
appropriate
Childs play is
stereotypical in content

21

70

20

23

76.67

13.33

14

46.67

10

33.33

21

70

13.33

20

66.67

20

22

73.33

10

24

80

10

30

16

53.33

16

53.33

23.33

12

40

11

11

19

63.33

26.67

18
19
24

60
63.33
80

9
5
3

30
16.67
10

20

66.67

20

The data in Table 3 show the behaviors manifested in play activities by


kindergarten pupils in Ligao East Central School, Tuburan, Ligao City. The behavioral
indicator which got the highest frequency of 24 or 80 percent in initiation play is Child
shows initiative/curiosity, and Child needs encouragement got the lowest frequency of
13 or 43.33 percent.

24

When it comes to energy expanded in play, Childs pace varies with activity
got the highest frequency of 23 or 76.67, while Play seems listless / lethargic got the
lowest frequency of 14 or 46.67 percent.
Child sings, hums, or talk to self got the highest frequency of 22 or 73.33
percent and Child is easily get distracted by miscellaneous noise got the lowest
frequency of 20 or 66.67 percent in concentration.
In content of play, the behavioral indicator that got the highest frequency of 24
or 80 percent is Child shows a positive emotional tone in play. However, Child throws
or destroy materials got the lowest frequency of 9 or 30 percent.
The findings reveal that the common behaviors manifested in play activities
by kindergarten pupils were the following:
A. Initiation Play: Children show initiative/curiosity
B. Children pace vary with the activity
C. Children sing, hum, or talk to themselves
D. Children show positive emotional tone
These show that the kindergarten pupils in Ligao East Central School,
Tuburan, Ligao City have manifested Positive Behaviors during play activities.

25

Table 4
Factors Causing the Behaviors Manifested in Play Activities
by Kindergarten Pupils
N = 10 (Parents)
Factors
CIVIL STATUS OF THE PARENT
Married
Separated
Single Parent
Total
MONTHLY INCOME
1,000 3,000
4,000 6,000
7,000 9,000
10,000 and above
Total
NUMBER OF CHILDREN
12
34

Frequency

Percentage

8
0
2
10

80
0
20
100

2
5
0
3
10

20
50
0
30
100

4
5

40
50

56
Total
POSITION OF THE CHILD IN THE FAMILY
Only child
First child
Second child
Third child
Total
GENDER OF THE CHILD
Male
Female
Total
FAVORITE PLAY ACTIVITY OF THE CHILD
Imaginary Play
Independent Play
Onlooker Play
Group Play
Total
HEALTH CONDITION OF THE CHILD
Physically Fit
Poor Health Condition
Disabled
Total

1
10

10
100

2
2
2
4
10

20
20
20
40
100

5
5
10

50
50
100

2
1
0
7
10

20
10
0
70
100

10
0
0
10

100
0
0
100

26

Table 4 shows the factors causing the behaviors manifested in play activities
by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City. The
researchers, thorough studies and researches have included the following factors that
cause the behaviors of the children:

Socio Economic Status of the Family


-

If the needs of the child was not met there is a possibility of poor peer
interaction.

Civil Status of the Parent/s


-

Position of the Child in the Family


-

Girls are more passive, while boys are more active.

Favorite Play Activity of the Child


-

Birth order is thought to have significant influence on the behavior of a child.

Gender of the Child


-

It affects the self-esteem of the child.

It reflects during their play activity.

Health Condition of the Child


-

Good health is associated with a personality. A sickly child withdraws from the
group and this makes the child maladjusted.

Reinforcement and Intervention of the Teacher


-

The self-esteem of the child is being boost through the motivation from
outside and within the pupil.

27

Knowing the Socio Economic Status of the Family, the researchers


determined first the monthly income of the parent/s, revealing that most of them belong
to the average class family.
Most of the parent/s is married. Only two of them are single parents. As a
result, the pupils manifested positive behaviors because they are well guided and
nurtured by their parents.
Most of the children are the youngest in the family. Inside and outside home
they feel that they are given equal importance by their parents, teachers, and peers.
The pupils enjoy playing with their peers. This explained that they felt the
belongingness among their peers.
The pupils are physically fit, thats why they can associate to other children
and can adjust to the activities.
These factors causing the behaviors manifested in play activities by
kindergarten pupils are connected to result shown in the Play Observation Checklist
which are Positive Behaviors.

Reinforcement and Intervention


According to the two (2) teachers interviewed by the researchers, the
following are the reinforcements given to the positive behaviors of the pupils:

Praises (e.g. youre good, good job, keep up the good work)

Rewards (e.g. stars, biscuits, candies,)

Claps

Make or give more activities related to play


28

These reinforcements encourage children to actively participate in every play


activity. They are motivated to act positively with their peers and teacher/s during play
activities.
If the pupils manifest negative behaviors the teachers give the following
interventions:

Call the attention of the children

Remind them about the norms or rules of the play.

Give them short explanation about their behaviors.


These interventions help the teachers make the play activities more organize

enjoyable and more fun.

29

Chapter V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the highlight of the findings,
the conclusions derived out of the findings, as well as the recommendations that the
researchers wish to extend.

SUMMARY
This research study tried to find out the behaviors manifested in play activities
by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City.
Specifically, it sought to answer the following sub-problems:
1. What are the causes of the behaviors manifested in play activities by
kindergarten pupils in Ligao East Central School, Tuburan, Ligao City?
2. What are the reinforcements of the teacher for the positive behaviors acted
by the pupils in Ligao East Central School, Tuburan, Ligao City?
3. What are the possible interventions of the teacher for the negative
behaviors of the pupils in Ligao East Central School, Tuburan, Ligao City?

FINDINGS
The following are the important findings of the study:
I.

Behaviors Manifested in Play Activities by Kindergarten Pupils in Ligao East

Central School, Tuburan, Ligao City are the following:


1.

The pupils show initiative/curiosity with 24 or 80 percent in initiation play.

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2. Pupils pace vary with activity with 23 or 76.67 percent in energy expanded in
play.
3. Pupils sing, hum, or talk to themselves with 22 or 73.33 percent in concentration.
4. Pupils show positive emotional tone in play with 24 or 80 percent in content play.
These show that the overall behaviors manifested in play activities by
kindergarten pupils in Ligao East Central School, Tuburan, Ligao City are Positive
Behaviors.
II.

Factors

Causing

the

Behaviors

Manifested

in

Play

Activities

by

Kindergarten Pupils in Ligao East Central School, Tuburan, Ligao City.


1. Socio-Economic Status: The pupils belong to the average class family.
2. Civil Status: Most of the pupils parents are married.
3. Position in the Family: Most of the pupils are the youngest in the family.
4. Favorite Play Activity: Most of the pupils enjoy playing with their peers.
5. Health Condition: The pupils are physically fit.
These factors explain the causes of the behaviors manifested in play activities
by kindergarten pupils in Ligao East Central School, Tuburan, Ligao City
III.

Possible Reinforcement and Interventions for the Behaviors Manifested in

Play Activities by Kindergarten Pupils in Ligao East Central School, Tuburan,


Ligao City.
Reinforcements:
1. Praises (e.g. youre good, good job, keep up the good work)
2. Rewards (e.g. stars, biscuits, candies,)
3. Claps

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4. Make or give more activities related to play

Interventions:
1.

Call the attention of the children

2.

Remind them about the norms or rules of the play.

3.

Give them short explanation about their behaviors.

CONCLUSIONS
After careful analysis and interpretation of the researchers the following
conclusions were arrived at:
1. The Behaviors Manifested in Play Activities by Kindergarten Pupils in Ligao East Central
School, Tuburan, Ligao City are positive behaviors.
2. There are Factors that Causing the Behaviors Manifested in Play activities by
Kindergarten Pupils in Ligao East Central School, Tuburan, Ligao City these are:

Socio-Economic Status: The pupils belong to the average class family.

Civil Status: Most of the pupils parents are married.

Position in the Family: Most of the pupils are the youngest in the family.

Favorite Play Activity: Most of the pupils enjoy playing with their peers.

Health Condition: The pupils are physically fit.


3.

There are possible reinforcements and interventions in the Behaviors

Manifested in Play Activities by Kindergarten Pupils in Ligao East Central School,


Tuburan, Ligao City, such as:

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Reinforcements:

Praises (e.g. youre good, good job, keep up the good work)

Rewards (e.g. stars, biscuits, candies,)

Claps

Make or give more activities related to play

Interventions:

Call the attention of the children

Remind them about the norms or rules of the play.

Give them short explanation about their behaviors.

RECOMMENDATIONS
The following recommendations are offered by the researchers:
1. For the teachers of kindergarten they may try different reinforcements and interventions
to enhance further the positive behaviors manifested by the kindergarten pupils.
2. For the parents they may serve as a model to encourage the children to act the
appropriate behaviors in their play activities.
3. For the pupils as early as their age, they must know the appropriate behaviors whether
they are inside or outside the school.

BIBLIOGRAPHY
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Books
Lexicon Publication, Inc., The New Websters Dictionary of English Language,
International Edition, 1995, p. 87, 506, 840
Bear, George G., et. al., Childrens Needs II: Development, Problems and Alternatives,
1997

Internet
www.kidsource.com/The Nature of Childrens Play by David Fernie, 2014/
www.ehow.com/Parents Effect on Child Behavior by Josalin Mitchell, 2014/
www.ehow.com/Common Behavior Problems in Classroom by Naomi Bolton,
September 5, 2014/
The Play Behavior of a Child by Jenivieve Elly, Demand Media (2014)
Childrens Activities for Behavioral Development by Leslie Nierste, eHow Contributor,
2014
Genetic and Learned Behaviors in Children by Sara Higley, eHow Contributor, 2014
Parents- Effect on Child Behavior by Josalin Mitchell, eHow Contributor, 2014
www.philstar.com/Learning-through-Exploring/
www.philstar.com/How to Make Kids Listen and Obey by Palmera, Erica, April 14, 2014/
The Truth about Consequences by Maricel Laxa, April 26, 2012
www.Education.com/reference/article/Environmental Influence-Children Behavior by
Zirpoli, T.J., April 30, 2014

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www.Education.com/reference/article/How to Discipline Children and Help them


Develop Self Control by Goodman, Robin, Ph. D., et. al., 2010
Dr. Leynes-Juadiong, Lilian, Learning through Exploring, June 11, 2011
www.philstar.com/How Positive Reinforcement Works/
www.wikipedia.com/Behaviorism by John Watson/
www.wikipedia.com/Operant Conditioning by B.F. Skinner/

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