Author:
Li Jia
INTRODUCTION
Schools
serve as a primary institution in which the youth of society will acquire skill
sets and form a knowledge base that they can carry on into adult hood,
eventually becoming responsible contributors to society (Marte, 2005).Values
education can be defined as the aspect of educational practice in which moral
or political values e as well as norms, dispositions, and skills grounded in
those values e are mediated to or learned by students (Thornberg et al., 2016).
Education is a cognitive process that stems from the intrinsic nature in
children to be curious and discover the world. Values education is a program
designed to facilitate learner’s concept of his or her intrinsic nature as a
gift from God imbedded in man at the time of creation. Through values education
and the learning process, an individual undergoes a transformation, gaining an
understanding and appreciation of the world. As such, an individual’s ability
to perceive, retain and apply information starts at infancy and develops over
time. Study shows good social emotional development plays an important role in
the development of preschoolers and will help shape their lives in the future
(Zakaria et al., 2020). It is important that teachers especially early
childhood educators should understand parental involvement and recognize its
positive effects to the teaching and learning process (Bartolome et al., 2020).
Children’s learning is increasingly moving toward a broader vision of the 21st
century learning, as children’s educations increasingly occur across a range of
settings (Bartolome et al., 2017). While the basis of today’s education setting
includes a basic understanding of the core skills (reading, writing and basic
arithmetic), these skills alone are not enough for a student to achieve success.
A student must also learn, through the education and spiritual process,
courage, confidence and life skills; in order to survive in today’s society.
Furthermore, the ability to apply the core skills is necessary in order for an
individual fully to achieve his or her potential. Education is a methodical
effort towards learning basic facts about humanity. And the core idea behind
Christian values education is to cultivate essential values in the pupils so
that the civilization that teaches us to manage complexities can be sustained
and further developed. It begins at home and it is continued in schools.
Everyone accepts certain things in his/her life through various mediums like
society or government. Values education is important to help everyone in improving
the value system that he/she holds and put them to use. Once, one understands
one’s values in life, one can examine and control the various choices we make
in our lives. It’s our duty to uphold the various types of values in life such
as cultural values, universal values, personal values and social values. Values
education is essential to shape a student’s life and to give him an opportunity
of performing himself on the global stage. The need for value education among
the parents, children, teachers etc, is constantly increasing as we continue to
witness increasing violent activities, behavioral disorder and lack of unity in
society. There is great concern for values formation among the youth and
children. There is an alarming number of minor offenders and the mounting
frequency of offenders committed by youngsters. Moral decay has affected
Philippine society. Criminality and juvenile delinquency has become an
increasingly frightening reality. The age-old virtues of honesty and integrity,
self-discipline, respect for the rights of others, industry and thrift, and
neighborliness appear to be things of the past. Men and women of today,
particularly, the younger people, seem not to be concerned about moral values
anymore. Transformation through value re-orientation is needed if the country
is to survive the continuing moral decadence that has swept over the entire
nation. The school, being the second home of pupils, is the second major force
in the formation of the pupils’ moral structure. It should be the crucial
partner of the home in tempering the character of the youth and children with
unbending quality. It should give the solid foundation of a truly moral life,
guided by the principle of right conduct and inspired by an abiding faith in
God. Moreover, the school is felt as the best place to start and effect the
needed reorientation because reorientation entails a lot of teaching and it is
the school where the bulk of teaching is carried out. The success of the school
in achieving these objectives depends, to a great extent, on the teachers
competencies, the curriculum along with the learning environment are all vital
to obtain the educative purpose of the school. In consonance with the preceding
discussions, it is in this light that the researcher establishes the need to
evaluate the Christian Values Education program in terms of its curriculum its
correlation on the holistic child development of pupils that responds to the
nurturing, social, emotional and intellectual needs of the child. The avenue
for which the researcher to validate Christian values education was through a
correlation of Christian value formation as imbued by the school to its pupils
and those reflected in the holistic child development of pupils in a Catholic
and Non-Sectarian School.
Statement
of the Problem
The goal of
values education is to train its recipients for all life, which includes life
on this earth and life in the "earth-made-new." It is a training that
transcends the boundary of this life and reaches into eternity. True education
means more than the pursuit of a certain course of study. It means more than a
preparation for the life that now is. It has to do with the whole man. It is
the harmonious development of the physical, the mental, and the spiritual
powers. It prepares the pupils for the joy of service in this world and for the
higher joy of wider service in the world to come. It is therefore necessary for
individuals who are prepared in academia in schools as well as those who are
trained for a skilled career, to possess certain values, which will govern all
of their decisions. One method of achieving this goal is through integrating
faith and learning. There were studies that pointed out the significance of
value formation in the formative education of children that lend itself to
their holistic child development. The teaching of values is of fundamental
importance since the pupils who have been recipients of a values education are
expected to enter the world, and live exemplary lives.
Objectives
of the Study
The study
aimed to correlate Christian Values Education in a Catholic and a Non-Sectarian
School and Holistic Child Development. It aimed to determine the association of
the Christian Values Education program to the holistic child development among
pupils of a Catholic and non-sectarian school in Santiago City, Isabela
Province. Specifically, the study sought to determine the differences in
Christian value manifestation and holistic child development practiced and
manifested between pupils of a catholic and a non-sectarian school. The Figure
1 shows the conceptualization of the study where values education is related to
holistic development. Principles of values education and holistic domains were
contextualized in the study as they were assumed to be manifested among pupils.
The correlation Christian values education and holistic child development was
observed across four developmental domains: physical, spiritual, social,
emotional and cognitive development. Two sets of respondents: a selected group
coming from a Catholic School and another from a Non-sectarian school was
selected for the evaluation. A process of correlation was also done to validate
the manifestation of Christian values among pupils as perceived by parents. The
ensuring outcome of the correlate is an indication that value formation as
encompassed in a value education lends itself to the holistic child development
of pupils.
Scope
and Delimitation of the Study
The study
was an evaluation of Christian values education and its correlation on holistic
child development among pupils. The study delimited itself with the following
considerations with the use of a limited sample size composing of parents from
a selected Catholic and Non-Sectarian school, the implementation of a survey
questionnaire that was aligned with variables based on values education program
and holistic child development concepts and consisted with a selection of ten
Christian values and five areas of holistic child development namely: physical,
social, emotional, cognitive development. The present study utilized the
descriptive correlation design. This method was used to first describe the
Christian value formation and levels of holistic child development of pupils
and as perceived by parents and then establish the relationship of Christian
values to the holistic child development of pupils in a Catholic and
Non-sectarian school.
METHODOLOGY
Locale of the Study
The study
locale was at the University of La Salette Grade School Department and that of
a Non-Sectarian School which as Santiago City Elementary School. The University
of La Salette is a Roman Catholic institution of higher learning situated in
Santiago City, Isabela, Philippines. It is one of the top performing
universities in the region. It was founded in June, 1951 by the Missionaries of
La Salette (M.S.). Known for its charism Reconciliation (Reconciliare), the
main complex of the University of La Salette is located in Santiago City, with
extension campus in Silang, Cavite, Philippines. The span of its operation
covers the vast southern Isabela province with extension offices in various
towns for summer courses. Its population close to eight thousand, stands with
pride in serving the youth of Santiago City, Province of Isabela and the entire
Cagayan Valley. In pursuit of academic excellence, Christian formation,
leadership and service, University of La Salette continues to offer
well-rounded education that provides an opportunity for self realization and
actualization. Each one is called to continue to live by heart the message of
Our Lady of La Salette for conversion, prayer and zeal and to make her message
known to all people. Santiago City Elementary School is the pilot school of the
City of Santiago in the province of Isabela. It is public elementary school
located in Purok 3, Barangay Nabbuan, Santiago City. It a premier school with a
high density of student population in the area of Santiago City.
Research
Instrumentation
A survey
questionnaire was the research instrument employed as the primary data
gathering tool for this study. This research tool was constructed by the
researcher aligned with the research objectives of the study and in context
with the principles and concepts of Christian Values Education and Holistic
Child Development domains. The data-gathering instrument consisted of two
parts: i) ii) Part I was meant to ascertain level of Christian values
manifested by the pupils in terms of: repentance, reconciliation, stewardship,
faith, worship of God, perseverance, obedience, hope, trustworthiness and
responsibility. Part II was meant to ascertain level of manifestation in the
areas of holistic child development of the pupils: physical development,
social, emotional development, spiritual development and cognitive development.
The research tool was constructed in likert-scale type denoting agreement or
disagreement (Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree) on
the statements in the evaluation which was later transposed to an
interpretation scale that will be used for interpreting levels of practice of
Christian values and holistic child development manifestation in the following
scales: 5-excellent, 4-very well, 3-satisfactory, 2-fair and 1 poor. The
questionnaire was later translated into the vernacular for ease of
understanding of all of the participants of the study. There was only a basic
format of the questionnaire and it was revised to align in accordance for the
use with parents of the pupils. A pilot study was done one month before the
actual conduct of the study on both research locales. The respondents who
participated in the pilot study were not among those who participated in the
actual conduct. This was done before the actual survey was conducted but in the
same sites intended for the study.
The
research instrument was also validated. In the pilot study the r-value results
set against .05 and .01 levels of significance in that indicated that some of
the Christian values as included in the Christian values education program in
the Catholic school correlated with that of the holistic child development
domains except for the values of obedience and perseverance. In that of the
Non-Sectarian school, the Christian values: reconciliation, stewardship, faith
and perseverance did not correlate with the holistic development domains.
T-values on the other hand, on variance differences on holistic development
between the sets of pupil respondents indicated that there is a significant
difference in the holistic development of pupils in a Catholic and Non-sectarian
schools. The research instrument was also validated by professional third party
to effect construction of survey questions aligned with study objectives and
this resulted in subsequent revisions of the survey questionnaire but later on
was approved for implementation. These validations were conducted to ensure
that the survey questionnaire shall be clear, understandable, aligned with
objectives set forth and somehow enable the researcher to determine the general
kind of responses that was gathered. Data Gathering Procedure A total of 100
parent respondents come from each of the Catholic and Non-Sectarian school
through random sampling. Letters requesting permission from respective school administrators
of the schools mentioned was prepared. As permissions were granted to conduct
the study in the form of approval by the selected Catholic and Non-Sectarian
School, the researcher floated the questionnaire in the schools included in the
study. The data gathering was coordinated with parents to facilitate the
implementation of the questionnaire on target respondents. A total of 20 days
were spent in the data gathering procedure of the study. Subsequently, the
researcher retrieved the questionnaires from the respondents after they all
have answered it completely and accordingly. After retrieval of research
instruments, logical interpretation and analysis of data followed.
RESULTS
AND DISCUSSION
Relationship
between Christian Values Education and Holistic Child Development as Perceived
by Parents of Pupils in a Catholic and a Non Sectarian School
Relationship
between Christian Values Education and Holistic Child Development (Parents-
Catholic School)
It
indicates that the Christian value of repentance is significantly related to
physical (0.49), social (0.69), cognitive (0.59), emotional (0.49) and
spiritual (0.43) development. Parents are the best observers of their children
in the home environment. Their perception is based on the actions exhibited by
their children in the daily course of home life. One of the hallmarks of youth
is their impulsiveness and these translates to many instances in the home
environment that causes conflict for parents and children. The reason that the
Christian value of repentance is correlated to the holistic child development
domains being evaluated is because parents see that although there is conflict,
their children exhibit repentance for their actions which give credence to the
social-emotional wellbeing and indirectly in the other developmental domains as
well. Reconciliation is significantly related to physical (0.47), social
(0.67), cognitive (0.67), emotional (0.47) and spiritual (0.57) development. As
a product of true repentance, the Christian value is manifested also in the
social-emotional context in the home environment. Parents has been an important
factor in reinforcing values in the home and in its relation to the different
aspects of a child’s life, this can also be an attribute why this Christian
value is perceived by parents. At the same time, they have a keen sensitivity
on the true sentiments of their children. Stewardship is significantly related
to physical (0.51), social (0.61), cognitive (0.63), emotional (0.43) and
spiritual (0.53) development. Stewardship is the oversee appreciation of God’s
gifts to man. Again, this could be related in one’s appreciation for one’s
physical attributes, personal relationships, skills and talents. Parents
correlated this Christian value to the holistic development of their children
because they see it from the way the children take care of the personal care,
their things in the home and school, the way they are motivated to improve
their talents and skills, as well as their social relationships. They perceive
a strong manifestation of stewardship in all developmental domain context.
Faith is significantly related to physical (0.52), social (0.52), cognitive
(0.42), emotional (0.42) and spiritual (0.52) development. Parents who send
their children to the Catholic school want an enrichment of faith for the
children. This is a basic assumption and so parents are highly keen on
observing if this is manifestation. Since faith is an internal conviction
manifested outwardly in the reasoning abilities of a person, then faith made
alive by the way circumstances are accepted by the person, in this case the
pupils and the way they react to situations in the home and school environment.
An enrich faith in a child makes him or her pro-active despite difficult
situations. Parents see faith in action in their children that is why they view
that this manifested. Worship of God is significantly relation to physical
(0.63), social (0.43), cognitive (0.63), emotional (0.43) and spiritual (0.43)
development. Catholic education puts a premium on worship and praise and the
traditional activities that go with this. Worship of God is a proactive gives
life to faith as well. Specially, in our cultural context, Filipinos have
ritualistic activities that blend with our Christian worship of God that is
often in a yearlong activity schedule. The reason that parents see this
Christian value manifested is because they see their children breathe this to
life in the context of all holistic development domains and in the context of
the events that their children take part in to show worship and praise to God.
Perseverance is significantly related to physical (0.63), social (0.43),
cognitive (0.63), emotional (0.53) and physical (0.43) development. Perseverance
is a Christian value that is outwardly manifested in one’s words and actions.
When a child learns perseverance, the child is able to tread along
circumstances that may seem frustrating but because of this Christian value,
children are able to cope with this. This is relatable to all holistic child
development aspects in that children exhibit this when they are taking care of
the bodies for their wellbeing and growth, the context of their
social-emotional relationships where conflicts often occur in the home
environment, in the context of their spiritual life and even in enriching their
talents and skills. Parents see a manifestation of this value better since they
would the first to know how their children are working very hard at the
achievement of what they want to achieve.
Obedience
is significantly related to physical (0.49), social (0.52), cognitive (0.62),
emotional (0.52) and spiritual (0.42) development. Parents can perceive this
Christian value more prominently because they are with their children who are
the pupils of the Catholic school in the home environment where this Christian
value can be very much seen in action. Obedience is the orientation that there
should be positive action in children when parents give instructions to their
children. At best, parents are almost always supportive of their children will
see this clearly in the way children are told by parents as regards to the
physical wellbeing, as to relationships they form with the elders, siblings and
friends, in the way their skills are honed and in the spiritual life with has
activities that needed to be done in the contest of the worship to God as well.
Hope is significantly related to physical (0.63), social (0.43), cognitive
(0.63), emotional (0.53) and spiritual (0.43) development. Parents who are models
for their children are often viewed as the pillars of home. In such that when
hope is manifested, it also indicates that it is first modeled by the parents
of children. The Christian value of hope that is seen manifested here can be
attributed in the verbal and non-verbal manifestation being observed by parents
regarding their children. They could see this is the way the children are
experience positive hope amidst different situations in the home environment as
well as in the personal life. Trustworthiness is significantly related to
physical (0.49), social (0.52), cognitive (0.62), emotional (0.52) and
spiritual (0.42) development. The Christian value of trustworthiness is
evidently manifested when parents can trust their children to do as they instructed
of them, together with Christian values of obedience and responsibility, this
Christian value is often earned after a long time that it has been validated.
Parents see this Christian value manifested because they can really count on
their children even at a young age and they can be assured of the kind of
responsibility that their children espouse in their personal activities in
their lives. Responsibility is significantly related to physical (0.63), social
(0.43), emotional (0.63), emotional (0.53) and spiritual (0.43) development.
The same with the Christian value of trustworthiness, responsibility is the
pro-active manifestation when children are able to take care of the personal
well-being, their relationships, their spiritual life in accordance with
tradition religious practices that enforce their worship of God. As parents see
these outward manifestations, they correlate that this Christian value is made
manifest in the children. It is a reality that in the home environment, parents
are the observers of the children and the ones to validate how values are
reflected or manifested. This is also true for the manifestation of areas of
holistic development; parents are also the ones in a position to see how their
children are developing at each level of their lives. The home environment has
been stated in literature is one of the factors that play a large correlate in
the growth and development of a child, parental support and the cohesiveness of
family life pre-disposes children to grow with balance in aspects of their
lives. Thus, their parents are able to witness the development of their
children and how values they learn in school is reflected in their actions at
home. Ablard and Parker (2007) has stated that there is empirical evidence that
parent factors have a positive association with, or facilitate, children's
achievement and development, thus there has a correlation of the way a child
achieves and the support that the home environment and parent’s role in
establishing the confidence in children. This is to say that parents are the
best to validate manifestations of Christian values practice and manifestation.
Ablard and Parker (2007) did a similar study that assess the perception of
parents regarding the development of their children in a Christian school in
America and their performance levels of learning. The results indicated that
there was a low performance of children whose parents do not reinforce values
that were taught in the school environment and those who did as the findings
noted became academically talented. This study collaborates to the role that
parents play in shaping the formation and development of their children. While
this part of the study is a validation of the relationship of Christian values
education and holistic child development as perceived by parents, it fares
similarly to that endeavor by Ablard and Parker (2007) in that it also
underscores the need for parents to reinforce the values that in the school in
order to support the inculcation of these values amongst children at a young
age.
2. Relationship
between Christian Values Education and Holistic Child Development (Parents- Non
Sectarian School).
The results
here indicates that parents of pupils of a non-sectarian school who do not see
that Christian values are manifested by their children in the home environment
perceive that this is not correlated to their physical, social, cognitive,
emotional and spiritual domains except the Christian value of reconciliation.
This Christian value is a value that is intrinsic to Catholics and it could be
that the pupils of the non-sectarian school come from Catholic families where
their parents have seen the manifestation of this value in religious practice
of confession which is a choice more or less determined by the upbringing in
the home environment. For most of the Christian values explored here, the
parents of students do not see this manifested in the home environment. This
gives credence to what Ablard and Parker (2007) postulating that parent factors
have a positive association with, or facilitate, children's achievement and
development, collaborating the role that parents play in shaping the formation
and development of their children. The results here underscore the reality that
pupils of the non-sectarian school who have no formal knowledge or limited
knowledge Christian values in the school environment is not able to reflect
them in the home or may reflect them but only in limited degree hence the
variations in congruency of manifestation among such to their perceived
holistic child development domains perceived by their parents. Differences on
Christian Values Education between Pupils of a Catholic and a Non Sectarian
School Table 3 reveals the computed t-values comparing the differences in
Christian value manifestations among pupils of a Catholic and non-sectarian
school. It shows that in the Christian values of repentance (8.61),
reconciliation (8.69), faith (8.56), worship of God (8.11), perseverance
(8.44), obedience (8.20) and hope (8.56) when set against the .05 level of
significance indicates that there is significant differences in the
manifestation of these Christian values among the two groups of respondents.
While the computed t-values of the Christian values stewardship (2,34),
trustworthiness (2.21) and responsibility (2.67) set against the .05 level of
significance indicates that there are no significance differences in the
manifestation of these Christian values among the pupils of the Catholic and
non-sectarian school.
Table 3
T-test Analysis on Christian Values Education between Pupils of the Catholic
and Non Sectarian School
Based on
this variance analysis on the ten Christian values between pupils of a Catholic
and non-sectarian school, there are seven Christian values that have been
established to have significantly differences of manifestation between these
two sets of respondents. These are the Christian values of repentance,
reconciliation, faith, worship of God, perseverance, obedience and hope. These
seven values are Christian values espoused only on a Christian setting and
there are religious and traditional implications to these values that cannot be
found in a non-sectarian setting. Three Christian values: stewardship,
trustworthiness and responsibility gathered results that stated there are no
significant differences of theses Christian values among the pupils of a Catholic
and non-sectarian school. This can be attributed to the reason that these are
more or less universal values, and being such, any educational institution
would espouse these values in their curricula as a universal moral value that
is required for moral behavior amongst all pupils. Therefore, these three
values are being manifested by both sets of respondents. Schools play a key
role in developing virtues and a sense of morality among pupils For Catholic
schools, education cannot be free of values. Schools of a religious character
are upfront, overt and very reasoned about the values that shape the education.
Schools are the places where such virtue is generated or where it is neglected.
An important part of the construction of a healthy human ecology is therefore
that expressions of faith and the practices of religion are given their space
within a school, both according to the school's own tradition and mandate and
according to the variety of faith and religion which are in that school.
Children bring their values obtained through preschool experiences and/or their
families when they start school and this goes progressively through the grade
school years. They form and build on the values have been already been
development in the Catholic School experience and this is reflected and
implement their actions whether in the school or home environment (Halstead
& Taylor, 2000).
The results
presented here can thus be attributed in the reality that without a formal
Christian value education, pupils will not be able to espouse such Christian
values amongst themselves. These two sets of respondents, Catholic and
non-sectarian pupils have obviously differences in Christian values
manifestation because of the school curricula.
Differences
on Holistic Child Development Between Pupils of a Catholic and a Non Sectarian
School
Table 4
reveals the computed t-values for comparing differences of holistic child
development manifestation among pupils of a Catholic and a non-sectarian
school. It shows that in the developmental domains of social (8.66), cognitive
(8.78), emotional (8.15) and spiritual (8.59) when set against the .05 level of
significance indicates that there are significance differences of holistic
child development in these areas. But in physical development (2.25) where it
falls below the .05 significance level, indicates that there is no significance
difference is this area between pupils of Catholic and non-sectarian school.
In holistic
child development aspect physical development, it revealed no significant
differences among the two groups of respondents since both the Catholic and
non-sectarian school has a physical development program or physical education
program also both may put a premium on sports program that warrants the
development of the physical wellbeing of the pupils. Based on this variance
analysis on the five holistic child development domains between pupils of a
Catholic and non-sectarian school, four holistic child development domains that
have been established to have significantly different manifestation between
these two sets of respondents. These are the domains of social, cognitive,
emotional and spiritual development. These results can be attributed to the
Catholic school implementing the concept of holistic child development in their
curriculum which enables them to set the necessary developmental faculties and
resources to be able to develop their pupils in the concept of holism. The
results here underscore the importance of holistic education that is based on
the premise with this concept, each person finds identity, meaning, and purpose
in life through connections to the community, to the natural world, and to
spiritual values such as compassion and peace. Holistic education aims to call
forth from people an intrinsic reverence for life and a passionate love of
learning.
CONCLUSIONS
There is a
relationship between Christian value education and holistic child development
at p value .05 and .01 level of significance among pupils of a Catholic School.
While in a non sectarian school, there is a no significant relationship
Christian value education and holistic child development at p-value .05 and .01
level of significance except in emotional and spiritual development. Pupils in
a Catholic and non-sectarian school differ in Christian Values repentance,
reconciliation, faith, worship of God, perseverance, obedience and hope but are
similar in the Christian values of stewardship, trustworthiness and
responsibility among pupils in a Catholic and Non Sectarian School. Pupils in a
Catholic and non-sectarian develop differently in all holistic child
development domains except in the aspect of physical development.
RECOMMENDATIONS
The values education program though extensive
enough in Catholic school for the value formation of its pupils could still be
enhanced. Values education teachers should undergo more seminars and trainings
to become effective facilitators of these values to enhance the practice of
these values among pupils. For those in the non-sectarian school, although
these schools do not put a premium on values formation, since the basic
education curriculum doesn’t focus on this much, it is also recommended that
seminars and trainings be undergone by teachers in the non-sectarian school to
help provide values formation indirectly to pupils in specific subjects that
will enhance areas of development for their pupils. A thrust on holistic child
development should be equally recommended for both the catholic and
non-sectarian school. The concept of holism is something that is geared toward
a pathway to achieve the development of each pupil thus assuring that they will
grow into adulthood in a balance way. To this end, it is recommended that
adequate monitoring or evaluation for quality assurance on the holistic child
development of all pupils be implemented. Continuing education programs among
teachers and facilitators of these aspects should be done for them to upgrade
them on new teaching strategies that maintain the holistic child development of
their pupils.
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