Introducing Filipino Games To Promote Peer Play Interaction
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 8권 / 2호
ㆍ저자명 : Thelma Rabago-Mingoa, Therese Angeline M. Estacio, Joanna Erika M. Perlas
ㆍ저자명 : Thelma Rabago-Mingoa, Therese Angeline M. Estacio, Joanna Erika M. Perlas
목차
IntroductionMethod
Results
DISCUSSION
Conclusion
References
한국어 초록
Long ago, Filipino games have been part of the Filipino pastime. These games, being cooperative bynature, seem to promote close social relationships in the family, in school and in the community. Butnowadays, Filipino children rarely play these games. The present generation has been exposed to avariety of games in handheld technological devices that could lead to less interest in playing Filipinogames, or other social play. This action research aimed to find out how teaching Filipino games tokindergarten students, help promote peer play interaction in a class of eleven children, aged 3 to 4 yearsold, in a private preschool in Metro Manila. They were observed to do solitary and parallel play veryoften, and hardly do associative or cooperative play. This research is qualitative and data analysis islimited to descriptive statistics to show difference of peer interaction between pre- and post-intervention.The researchers used observation, video recording, anecdotal records, and a Peer Play Checklist in datagathering. Results show that Filipino Games are effective in promoting peer interaction among children.More of the children were able to cooperate and collaborate with their peers, listened better, encouragedpeers to join in, were more considerate, and responded to ideas more often. This implies that preschoolteachers can teach 3 to 4 year old children Filipino games to promote peer interaction or socialization.영어 초록
Long ago, Filipino games have been part of the Filipino pastime. These games, being cooperative bynature, seem to promote close social relationships in the family, in school and in the community. But
nowadays, Filipino children rarely play these games. The present generation has been exposed to a
variety of games in handheld technological devices that could lead to less interest in playing Filipino
games, or other social play. This action research aimed to find out how teaching Filipino games to
kindergarten students, help promote peer play interaction in a class of eleven children, aged 3 to 4 years
old, in a private preschool in Metro Manila. They were observed to do solitary and parallel play very
often, and hardly do associative or cooperative play. This research is qualitative and data analysis is
limited to descriptive statistics to show difference of peer interaction between pre- and post-intervention.
The researchers used observation, video recording, anecdotal records, and a Peer Play Checklist in data
gathering. Results show that Filipino Games are effective in promoting peer interaction among children.
More of the children were able to cooperate and collaborate with their peers, listened better, encouraged
peers to join in, were more considerate, and responded to ideas more often. This implies that preschool
teachers can teach 3 to 4 year old children Filipino games to promote peer interaction or socialization.
참고 자료
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