Exploring the Learning Styles in the ECE

VILMA T. DUCUT

We envision an institution that caters quality and equitable education for all. It is also a mission to anchor not just the academic competence but also the skill-based learning and leadership attainment by the learners. The continuous pursuit to seek solution in the perennial problems in reading and numeracy are still engulfing the environment thus, in reality, the inevitability still exist. The need for a permanent solution is still the top priority in addressing the issue and key in eradicating the poor fundamental understanding of students.

The curriculum emphasizing that reading should be integrated across different learning areas in all key stages. Curriculum implementers must sustain that literacy will be prioritized and will be delivered. The discrepancy is not in the structure but in the school individual programs covering students with low reading and comprehension ability. Adopting researchbased reading programs that are effective and validated can be tapped as initial step in addressing the pressing problem in reading and comprehension. The implementation of an adopted program requires monitoring and tracking of vital changes to check for any signs of progress. Assurance of 100% effectivity cannot be confirmed.

School administrators and language experts can also localized a school-based reading program and intervention suited for their learners. Data collated in the PhilIRI and language assessment can be used as bases in the development of specific and directed solution. Upon the implantation and collection of post data the need for evaluation in the division office is still encouraged. Equipping the disadvantage students or the clienteles of the program with necessary academic skills dealing with literacy and numeracy should be considered and prioritized. Heightening the remedial program in every quarter is a must, as we experienced disruption of classes that contribute in reduction of contact to learners.

There should be rigid implementation for those learners who failed to achieve the significant competencies from the previous stages of the program.

There are various reasons as they have poor attendance, lack of interest, urgency of need to work or earn for living and early marriage. Indeed, there are inevitable and can lead in failure.

But with the will to share and to help others, we extend ourselves in raising the learners in the place and moral that they should be. We should carry the battle cry of “No learners should be left behind,” educators should avoid imputing others for the failed result but rather be reasonable in identifying concrete and effective solutions addressing this exigent problem.

The government and community should take on a vis-à-vis action.

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The author is Teacher Candelaria Elementary School

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As children entering the kindergarten education, they continue to learn reading, writing and developing their social skills.

They possibly adapt in different learning styles upon they immersed themselves in the concept of schooling. Apparently, these learning styles may seem to be temporary and may possibly change upon the development of the child.

Teachers particularly those who specialized in early childhood education must thoroughly understand the diversity of knowledge acquisition of his/ her individual pupil. Adjustment and adaptation were considered to be agents that will play key roles in the learning styles of children in the kindergarten level.

Various learning styles may be encountered inside the classroom. Visual students will remember best when presented with pictures and graphics. These types of learners often recognize numbers and letters better than other students with varying style.

Auditory learners are best to acquire knowledge when they hear. In the previous education, they prefer listening to stories or telling stories as a way in understanding the concept. Likewise, students with kinesthetic learning style easily learn by manipulating objects and partaking in physical activities.

Children engage in learning can also develop alternative learning style over their educational experience. As kindergarten pupils get a little older, verbal learners prefer learning through reading, writing and listening to information. In the comparison, auditory learners focus on music and sound but will not enjoy reading and writing.

Students with logical or mathematical learning style understand math and science far better compare to other students; they usually great in finding patterns and reasoning.

Lastly, social learning style, some students learn better in group-setting but teachers can also notice others who are solitary as they prefer playing alone rather than spending time with peers.

Let us ponder on the quotation of Robert John Meechan, “Every child has different learning style and pace. Every child is unique, not only capable of learning but also capable of succeeding.” Teachers must see all the potentials in every learner.

The author

is Teacher

I*** ** at Candelaria Elementary School