This descriptive study assesses the preparedness of preschool teachers to implement inclusive education for children with special needs, examining professional training backgrounds, available support systems, and classroom accommodation practices.
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73 records
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Filtered by department: Department of Early Childhood Education
Clear filterThis descriptive study assesses the preparedness of preschool teachers to implement inclusive education for children with special needs, examining professional training backgrounds, available support systems, and classroom accommodation practices.
inclusive education, teacher preparedness, preschool, special needs
This longitudinal study examines the relationship between structured parent involvement in early childhood programs and child developmental outcomes at age 6, measuring cognitive, social-emotional, and language readiness indicators.
parent involvement, early childhood programs, developmental outcomes, longitudinal
This research explores the effectiveness of play-based learning approaches in developing early literacy skills among preschool children in selected Philippine schools.
play-based learning, early literacy, preschool education, Philippines
Using the Classroom Assessment Scoring System (CLASS) instrument, this study evaluates the quality of teacher-child interactions in licensed day care centers and their associations with cognitive and social-emotional development indicators in children aged 2–4 years.
teacher-child interaction, CLASS tool, day care, developmental outcomes
This qualitative study explores the emotional regulation strategies employed by kindergarten and preschool teachers when addressing challenging student behaviors, identifying evidence-based techniques, institutional supports, and professional development gaps.
emotional regulation, challenging behaviors, early childhood educators, preschool
This longitudinal study tracks the relationship between daily screen time exposure and cognitive development indicators—language, attention, and executive function—among Filipino children aged 2–6 years across 24 months of observation.
screen time, cognitive development, young children, longitudinal study