Higher Education Essay -- College University Money Knowledge Essays

Higher Education A college education. Many parents and even parents-to-be are bombarded with this goal, sometimes before their child is even born. How will they save? What is the best way to save? How much should they save? Magazines for new parents deal with this issue on a regular basis. Parents are warned in American Baby, "Start early...Eighteen years from now...a college education will cost close to $85,000 at a public university and just over $200,000 at a private institution." Parents are also advised to save around $115-284 a month from their child's birth. Another issue of American Baby suggests that parents "Start saving as soon as you can, and put money in regularly." These magazines work on the assumption that parents will be sending their children to college. It is just a given. Why is it just understood that we will be sending the next generation to college? What has changed so much since the days when only the wealthy (and male) went to college? Today a college education is available to many more people, with the availability of grants and Stafford (guaranteed student) loans, given they have the desire, some level of intelligence, and often a willingness to go into debt for their education. According to www.house.gov, "Over the last 15 years, the cost of a public 4-year college education has increased by 234%. In comparison, the Consumer Price Index (CPI) increased by 74% and family incomes have risen only 82%." They also state that "The price of a college education has increased two to three times the rate of inflation since the early 1980's." The Global Institute, at www.edgorg.com, says that today there exists a "growing difficulty of moderate income families to pay for college" with st... ...order to get better jobs and earn more money, to get to the good life, yet influenced by what colleges want them to learn and what employers want them to know: these all may or may not be the same thing. What employers want out of college graduates is also based on money: who can do the job the fastest and best, who can save or make money for the business. What is clear is that the university or college which is purely a "meeting of the minds," a place for people to gather and learn for the sake of learning, seems to be becoming a thing of the past. It is being replaced by an increasingly commercialized system of higher education: one that costs more and more each year--with the cost rising much faster than the rate of household incomes, and one that is being altered by the needs of an increasingly diverse student population and the needs of the business world.

The Effects of Divorce on Children and Families Essay -- Cause Effect

The Effects of Divorce on Children and Families Society is always rushing, hurrying, and trying to beat the clock. Deadlines and overtime seem to be a topic in everyday conversation. How is it possible that so much can be accomplished in just a short amount of time? What seems to be lacking? What is cut out of people’s everyday life? Frank Furedi in his book â€Å"Culture of Fear,† discusses many issues that are facing our society today. One of the issues he has written about is interpersonal relationships, at one point in the book Furedi writes â€Å"...people pollute-not just the environment but each other†(38). When one takes a more thoughtful approach to life, one may find there are many examples to the idea of strained relationships between people in our society, for instance divorce. It has become part of everyday life, that divorce is very real. Much research has proven over the past several decades that more and more people get divorced. For example, almost without notice the divorce rate in the United States went from 26% in the 1960's to 50% in 1980 (Masci 9). That number has consistently increased into 1990's through this century. What was once a secret and even considered a scandal, has now become an every day common occurrence. Usually what is left to lie in the balance are material items such as cars, clothing, and homes, but it is not the everyday items left from divorce that affects society, it is the child. What is to happen to these children whoseem to be caught in the middle of their parents divorce? Children of divorce sometimes are forced to be in the middle of a nasty battle between their parents. Most of the children are scared to say their true feelings and what they want in life. In an article found on ... ...of the world strongly influences behavior between people. Such sentiments are inspired by a lack of clarity about the terms on which relationships are built.†(107). Works Cited Campbell, Susan. Moving On. Psychology Today online. 34,4; Jul/Aug 2001. 16,1. 15 Mar 2005 Furedi, Frank. Culture of Fear: Risk-Taking and the Morality of Low Expectation. New York : Continuum, 2003. Jurkovic, Gregory J. et al. Parentification of Adult Children of Divorce: A Multidimensional Analysis. Journal of Youth Adolescence Online. 30,2; Apr. 2001. 245,13. 22 Mar 2005 . Masci, David. Children and Divorce. The CQ Researcher Online. 11, 2; 19 Jan. 2001. 20 Mar. 2005

Taxation W/O Representation

The colonists strongly desired independence and separation from Britain once taxation without representation was imposed on them. The colonies struggled to earn their representation in the Parliament of their mother country. They were turned down repeatedly and this caused huge issues for the colonists; it was the complete reason for the Revolutionary War. Therefore, the demand for no taxation without representation was the primary force to motivate America against Britain and it was also a symbol for democracy. A primary cause is the definite reason to how much or to what extent; therefore, the primary cause for the revolutionary movement was America’s demand for no taxation without representation. Taxes were forced upon the 13 colonies to gain money for Britain. After the Seven Years’ War, King George III issued the Sugar Act and the Stamp Act to simply raise revenue for the economy. These acts were imposed on the colonies without their word or representation. These acts drove the colonists to think for themselves and their own rights. The pursuit for â€Å"life, liberty, and property† began, and drove the colonist’s strong desire for their representation. Although Britain repealed the Stamp Act due to the anger of the colonies, they created the Declaratory Act, which gave them complete rights to control taxation and anything â€Å"in all cases whatsoever†. Colonists of America believed that their rights and liberties were completely taken away because they had no representation in the Parliament. Many boycotts and restraints to the taxes took place- although many peaceful approaches were attempted to the King for the representation of the colonies. The Olive Branch Petition is an example- this was sent to the king so they could be recognized and equally represented. Instead of introducing a violent approach, this enabled the colonists to put their say in how they wanted representation-not independence yet. This was one of the letters that were turned down by the king-it was argued that America did have representation in the Parliament. This angered the colonists because they did not believe they had just representation due to the fact that Britain was 3,000 miles away across the Atlantic Ocean and that it was almost impossible to them to be governed. Many began producing rhetoric speeches and poetry that showed their desire for independence and the anger that they were building up because they were turned down for their representation. A pamphlet titled the Common Sense by Thomas Paine brought upon the ideas that they should have independence from Britain and a republican government instead-this pamphlet became extremely popular and sold over 150,000 copies. The acts that did not give proper representation led the colonists to boycott and think individually for their country-it was a primary source to the revolutionary movement including the Revolutionary War that ended with success of the Americans. These enabled the American colonists for desire for independence and a separation from Britain after being repeatedly rejected. Not only did they not have much of a representation, but Britain rarely included the colonies. This was called salutary neglect-where Britain tended to forget about Americca and not focus on them at all. Thomas Jefferson signed the Declaration of Independence in 1778, which was full of statements and reasons that justified why America should be separated- because they were rejected and still not represented properly. In this document it states that they relied on democratic consent of the governed. The imposed taxes without representation to America were a direct drive for democracy. This taxation without representation represents the core value to independence and separation from Britain. Many documents and studies show that no taxation without representation is the primary cause for the revolutionary movement and is also a symbol of democracy. Document C introduces how the taxes are completely imposed without the America’s consent- and that it is denied because it is not fair to the colonies that don’t even get representation to their government. This proves that no taxation without representation enabled many letters and petitions to be sent to the king that angered the leaders and the other colonists because there is no consent of the governed. Document G-which is the Common Sense pamphlet explained above-is an example of the drive to independence and a symbol for democracy. â€Å"It is evident that they belong to different systems. † This justifies how it is simply not possible for America to be correctly represented. In conclusion, no taxation without representation angered the colonists and drove them to the revolutionary movement. It was the primary reason to motivate them and it was a symbol of democracy by forcing their desire to separate away from Britain and become their own government.

Healthcare and Communication Essay

Abstract Healthcare is a continuous growing field, within this field you are faced with many diverse cultures that have different values, beliefs, practice and customs of a special group. Among the many challenges facing healthcare is the role of language and cultural barriers that can affect health care and the quality of care that a patient may receive. Healthcare provider interactions, preferred treatment of care are some of the cultural behaviors that are encountered in the daily decision making process. Cultural behavior and the value can affect such use in preventive health care, health related lifestyle, and sources of health related knowledge. The challenge in healthcare today is the number of the patient population that is diverse from the usual United States population. Effective Communication The growth of the culturally and linguistically diverse population has led to many efforts to encourage or ensure that health care systems respond to the distinct needs of culturally and linguistically different patients by becoming â€Å"culturally competent† Just as with the concept of culture, there are many definitions of cultural competency. However, most definitions are derived from one developed by mental health researchers who defined cultural competence as â€Å"a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or amongst professionals and enables that system, agency, or those professionals to work effectively in cross-cultural situations† (Cross et al. 1989, cited in Brach and Fraser 2000: 182). Effective communication between patients and physicians who are culturally and linguistically different implies the employment of strategies to provide culturally competent health care. At a minimum, effective communication means that all participants in the communication comprehend and understand the content of the communication. Beyond this minimum, effective communication implies subjective feelings such as trust, empathy, and mutual satisfaction with the communication. In the case of patient-physician verbal communication during a clinical encounter, effective communication  means that both physician and patient. As a provider of healthcare you must be able to understand the content of each other’s spoken communication thoughts related to the encounter, leaving no questions and thoughts unexpressed. You must have the patient feel that sufficient time is available for speaking and listening, and the overall satisfaction with the communication was successful. Language Barriers Environmental, socioeconomic characteristics and perceptual contexts have a vast impact on communication. Researchers have taken surveys of micro groups of culture and Latinos as well as Hispanics have shown that due to the lower access of health care language barriers have had an adverse impact on patient appointments, how providers explain symptoms, and the understanding of terminology. Language and cultural barriers can be added to health behavior models to illustrate their effects on access to medical care. For example, limited English proficiency and cultural unfamiliarity with the U.S. health care system can both be considered inhibitors or barriers in accessing medical care. The healthcare belief model shows the effects of f cultural differences on health care use are similar to those of language. Cultural differences often translate into cultural barriers that lower access to health care. However, the research on cultural barriers on access or use of health care is not as extensive as research on language barriers. Language and culture are used interchangeably so that the effects of culture may not be distinguished from those of language. Skill in a language does not necessarily bring with it cultural familiarity and competence. Providers can choose to learn a second language, let us say, Japanese, and become sufficiently proficient that she is ilingual in English and Japanese. She may still lack cultural knowledge of Japanese culture, including values and beliefs about health and illness, traditional health treatments, and the experience of being a immigrant in the United States. Overcoming the language barrier is a major step in effective communication with Japanese speaking patients, but cultural differences can still affect the doctor patient relationship. Healthcare High and Low Context Providers in general need to be more empathetic when dealing with high and low context cultures, the quality of interaction is very important. High text cultures tend to have a more moderate or suppressed expression of negative or confrontational messages, unlike the low context culture. In the low context culture silence and pauses are often misunderstood as the patient agreeing with the situation. Responsibility of communication lies with the provider, to be clearer of the information that is being transposed through provider patient relationship. To improve the quality of care providers must be able to recognize patterns and body language, and take an emphasis on listening, and take note of response and speech. With the acknowledgement of these patterns providers and staff are able to reduce the amount of error that can occur in health care. Healthcare Stereotyping Stereotyping is a behavior used when there is uncertainty; providers may apply this type of treatment when faced with medical decision making. Individual often harbor negative associations in relation to various groups. African American patients have been viewed as less educated, and less likely to comply with the providers instructions. Providers are often unaware of here bias decisions. One stereotype is that of Black Americans are less cooperative when it comes to medical procedures, this is called automatic stereotyping. To beat this type of treatment is vital that the provider communicates with patients; understand the environmental state of these patients. Many patients who don’t receive proper care is due to the cost of health insurance, lack of finance, and communities that are lacking proper physician care. Patient care must be treated as an equal. Conclusion The healthcare field as been viewed as a field that has overcome many barriers, unfortunately that’s untrue, many providers suffer from the lack of communication, and understanding why it is important to break cultural barriers. Perception and disparities in health care are often stereotype those without health insurance, how well a patient speaks English, and lastly patient gender. As health care providers it is very important to understand the quality of care that is expected among cultures. Communication among the patient and physician can make or break the organization values. References Neulip, J. W. (4th Edition 2009). Intercultural Communication. In J. W. Neulip, A Contextual Approach. Sage Publications. Singleton, K., Krause, E., (Sept. 30, 2009) â€Å"Understanding Cultural and Linguistic Barriers to Health Literacy† OJIN: The Online Journal of Issues in Nursing. Vol.

An Evaluation of Academic Performance of Grade Essay Example for Free

An Evaluation of Academic Performance of Grade Essay Introduction â€Å"Bright minds make bright future! † Preparatory children nowadays are far  Ã‚  better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the  preschooler’s memory retention that serves as the foundation of their education. Kids today  are more willing and not afraid to  try to discover new ways and methods of learning. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the  enormous gap facing children in  poverty. Preschool gives our kids the strong  foundation they need to be  successful in school and in life. Children who attend pre-kindergarten programs have bigger  vocabularies and increased math  skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number  of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B. F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nino Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration. Research Paradigm Independent Variable Dependent Variable Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study. Statement of the Problem This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Nino Elementary School, Division of San Pablo City. Specifically, this study sought to answer the following questions: 1. What are the mean pre-test scores of the two groups of pupils in terms of the following: a) Sensory, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual- Motor Integration? 2. What are the mean post-test scores of the two groups of pupils in terms of the following: a) Sensory Discrimination, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual Motor- Integration? 3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance? Hypothesis The hypothesis stated below was tested in this study. There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following: i. Sensory Discrimination, ii. Concept Formation, iii. Numeracy, iv. Reading Readiness and a. Construction and Visual- Motor Integration? Significance of the Study This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons: Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance. Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom. Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils. Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience. It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country. Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained. Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into. Scope and Limitation of the Study The focus of the study to be conducted is An Evaluation of Academic Performance of Sto. Nino Elementary School, Dapdapan, District, Division of San Pablo City. It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils. The respondents of the study will be eighty (80) pupils of Sto. Nino Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE). Definition of Terms For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference. Public Elementary SchoolsThese are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children. Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes. Concept FormationThese refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy. Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Nino Elementary School Public Elementary school situated in Brgy. Sto. Nino, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references. Related Literature Philosophy and Goals of Elementary Education. Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual. Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc.DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life. DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum. In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum. Pursuant to DepEd Order No. 15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment. The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum. The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment. â€Å" Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources. † Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium. (Eduardo J. Angara, 1997) The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as â€Å" Barangay (village) Level Total Protection of Childen Act† has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers). (PTFE 2008). According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of â€Å"hurt feelings† and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will. Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum. According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools. Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine. Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality. Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment. It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period. Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics. According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school. Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford – Binet or similar verbal test. The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework. If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure. However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively. It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children. An Evaluation of Academic Performance of Grade. (2016, Oct 06).

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