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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.
B. Specific
2
NOTES
Chapter II
5
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.
11
12
Behaviorism Theory by
John Watson
by B.F. Skinner
Figure 1
Theoretical Paradigm of the Study
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
2014
3
Genetic and Learned Behaviors in Children by Sara Higley, 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
Develop Self Control by Goodman, Robin, Ph. D., et. al., 2010
9
10
11
12
13
14
15
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
Table 1
19
Number of Respondents
2
10
12
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
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
Chapter IV
22
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
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
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:
If the needs of the child was not met there is a possibility of poor peer
interaction.
Good health is associated with a personality. A sickly child withdraws from the
group and this makes the child maladjusted.
The self-esteem of the child is being boost through the motivation from
outside and within the pupil.
27
Praises (e.g. youre good, good job, keep up the good work)
Claps
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.
30
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
31
Interventions:
1.
2.
3.
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:
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.
32
Reinforcements:
Praises (e.g. youre good, good job, keep up the good work)
Claps
Interventions:
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
33
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
34
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