Kindergarten Program expectations and implementations towards a students-teacher Training Program / Yoo Soung Gon. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2012.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree Doctor of Education, Educational Administration.;Includes bibliographical references. 56

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This descriptive research was conducted to assess the kindergarten programs expectations and implementations as perceived by the stakeholders namely the administrators, teachers and the parents of the learners. It covers the areas of Health, Social Relationship, Expression, Language and Inquiry. There are 10 childcare facilities included in the city of Gyeonggido, South Korea. A total of 300 respondents with 100 administrators, 100 teachers and 100 parents were covered. A researcher-made instrument was used and it underwent experts validation. The focus of the study is on identifying factors that create a good early childhood programming for young children. It can be concluded that the respondents' degree of expectations of the respondents as regards to the Principles, Goals and Objectives and Guidelines as Agree. There is no significant difference among the respondents degree of expectations in the area of Principles, Goals and Objectives and Guidelines. No significant difference was also determined as to the extent of implementations on the Area of Health, while significant difference exists on the extent of implementations in the area social relationships, expressions, language, and inquiry. There is a significant difference among the three groups of respondents as regards to the degree of expectations and extent of implementations. Since the administrators, teachers and parents agree on the degree of expectations as regards to the Kindergarten curriculum, further enhancement is recommended. A review of activities for the area of social relationships, expressions, language and inquiry is highly suggested to reach the optimum application of the Korean Kindergarten curriculum. Since high degree of expectations yielded high extent of implementations in the case of three groups of respondents, it is suggested that sustained effort must be done. The implementation of the proposed student-teacher training program is highly encouraged in various childcare facilities.

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