ABRA STATE INSTITUTE OF SCIENCES AND

TECHNOLOGY - COLLEGE OF TEACHER EDUCATION

PHYSICAL AND NATURAL ENVIRONMENT IN THE

KINDERGARTEN IN THE NEW NORMAL

A Thesis

Presented to
the Faculty of the College of Teacher Education
Abra State Institute of Sciences and Technology
Bangued Campus, Bangued, Abra

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Elementary Education

DIANA ROSE B. BUENTIPO

ANGELITA B. GAYYED
LIGAYA ZEN B. PE BENITO
JEHAN A. RAMOS
PRINCESS ABIGAIL P. ZAPATA

2021
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CERTIFICATION

This thesis titled “PHYSICAL AND NATURAL ENVIRONMENT IN

THE KINDERGARTEN IN THE NEW NORMAL” prepared and submitted

by Diana Rose B. Buentipo, Angelita B. Gayyed, Ligaya Zen B. Pe Benito,

Jehan A. Ramos, and Princess Abigail P. Zapata, in partial fulfilment of the

requirements for the degree Bachelor of Elementary Education, has been

examined and recommended for acceptance and approval for oral defense.

DEXTER C. ULIDAN GENEVA N. PABLO, PhD

Adviser Critic

REYMOND P. VASQUEZ, MAME

Statistician
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APPROVAL SHEET

Approved by the Panel of Examiners on Oral Defense with grade of

______________.

MICHELLE MELINDA B. ALZATE, EdD RAMIR S. BAÑEZ

Member Member

LEMYROSE B. BALMACEDA, EdD

Chairman

Accepted and approved in partial fulfilment of the requirements for the

degree Bachelor of Elementary Education.

LEMYROSE B. BALMACEDA, EdD

Chairperson, Teacher Education Department

MARIAN LOREN B. VALERA, EdD

Dean, College of Teacher Education

LEO T. PASOS
Executive Dean
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ACKNOWLEDGMENT

This study would not have been possible without the guidance and help of

several individuals who in one way on the other have contributed and extended

their valuable assistance in the preparation and completion of this study. The

researchers wish to express their profoundest gratitude to following:

Dr. Marian Loren B. Valera, Dean of College of Teacher Education for

the encouragement and support in the pursuit of this endeavor;

Dr. Lemyrose B. Balmaceda, Chairperson of the Teacher Education

Department and chairman of the Panel of Examiners for her very productive and

intellectual inputs for the improvement of the manuscript;

Dr. Michelle Melinda B. Alzate and Mr. Ramir S. Bañez, members of

the Panel of the Examiners, for their valuable suggestions in the refinement of the

manuscript;

Mr. Dexter C. Ulidan, adviser, for the immeasurable assistance and

guidance in accomplishing this study throughout the time;

Dr. Geneva N. Pablo, Critic, for patiently editing the manuscript;

Mr. Reymond S. Vasquez, statistician, for processing and treating the

gathered data of the study;

School Principals/Heads and Kindergarten Teachers of the 22 schools

in the Districts of Bangued, Manabo, Peńarrubia, Sallapadan, and Villaviciosa of

the Schools Divison of Abra for the consent and support in the conduct of the

study and the latter for sharing their time in answering the questioner handed.
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Their Parents for the unconditional love and endless support in the pursuit

of this piece of work;

Their classmates and friends for the encouragement and incomparable

help and support to make this manuscript possible and successful; and

Above all, the Almighty God, who made all things possible.

The Researchers
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DEDICATION

This piece of work is heartfully and sincerely dedicated to:

the teachers,

researchers’ parents,

circle of friends and classmates;

and all who contributed for the improvement of this undertaking; and

Above all, to the Almighty God.

The Researchers
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ABSTRACT

This study determined the physical and natural environment in the

kindergarten in the new normal. It specifically sought to answer the following

questions: 1) What is the present physical and natural environment set-up of the

kindergarten prior to the new normal along classroom equipment and fixtures and

play area; and 2) How do you visualize the physical and natural environment in

the kindergarten in the new normal?

Twenty-two (22) kindergarten teachers from the selected schools in the

five districts of the Schools Division of Abra like Manabo, Peñarrubia, Bangued,

Villavisiosa and Sallapadan were served as the respondents of the study.

This study applied the qualitative and quantitative approach of research

and the data gathered was analyzed using the frequency count and percentage and

thematic approach.

The results of the study shows that: 1) Most of the classroom equipment

and fixtures and play area are available in kindergarten classes. However,

majority of playground equipment and household and garden care area lack in

kindergarten such as balance beam, swing, seesaw, money bars, sand and water

play equipment. The latter include shovel spade, pails, sprinkles and cleaning

tools; and 2) Three (3) themes were formulated in the visualizations of the

respondents on the physical and natural environment in the new normal, ideal

learning environment, preventive measures in the new normal, and teaching

modalities in the new normal.

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Based on the findings of the study, the following conclusions were drawn:

1) There were available learning materials and equipment in the kindergarten

classes. However, there were insufficient learning materials and equipment; and

2) Kindergarten teachers are aware of the trends, issues, and concerns on the

physical and natural environment in the new normal.

From the conclusions drawn, the following recommendations are hereby

forwarded: 1) Kindergarten teachers and administrators need to sustain the

learning materials and equipment in their learning spaces and environment and

source out for the procurement of other learning materials and equipment needed

in the teaching and learning; and 2) Parents and teachers are encourage to set- up

a child- friendly learning space and environment that is conducive for the teaching

and learning during the new normal.

Keywords: Physical Environment, Natural Environment, New Normal,

Kindergarten
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TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page ………………………………………………………….. i

Certification ……………………….………………………………. ii

Approval Sheet ……………………………………………………. iii

Acknowledgment………….……………………………………….. iv

Dedication………….………………………………………………. vi

Abstract ………………………….………………………………… vii

Table of Contents ………………………………..………………… ix

List of Tables………………….……………………………………. xi

List of Figure ...…………………………………………………..… xii

List of Appendices ………………………………………………..... xiii

CHAPTER

I THE PROBLEM

Background of Study ………………….…………………………….. 1

Theoretical Framework …………………………………..………….. 6

Conceptual Framework …….…………….…………………………..13

Research Paradigm ………………….………………………………. 13

Statement of Problem ...………………………….………………….. 14

II DESIGN AND METHODOLOGY

Research Design .…………………..…………………………………15

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Population and Local of the Study ………..………………………..... 15

Data Gathering Instrument………………..…….……………………. 16

Data Gathering Procedure ………………..………………………….. 16

Statistical Treatment Data ………………………...…………………. 17

III PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA………………………………...……………………..….... 18

IV SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATION…………………………………………….. 34

Summary……………………………………………………………... 34

Findings………………………………………………………………. 34

Conclusions…………………………………………………………... 35

Recommendations……………………………………………………. 35

REFERENCES ……………………………………………………………... 36

APPENDICES ……………………………………………………………… 40

CURRICULUM VITAE……………………………………………………. 47
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LIST OF TABLES

Table Title Page

1 Classroom Equipment and Fixture..………………….. 19

2 Activity Corners .…………………...………………... 22

3 Play Area …………….………………………………. 26

4 Visualized Physical and Natural Environment in

Kindergarten in the New Normal ……………………..29

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LIST OF FIGURE

Figure Title Page

1 The Research Paradigm ………………………………………13

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LIST OF APPENDICES

Appendix Title

Page

A Letter of Request to the School Heads……..…………….. 41

B Letter of Request to the Respondents……..……………… 42

C Research Instrument……….………………...…………… 43