Long ago, Filipino games have been part of the Filipino pastime. These games, being cooperative bynature, seem to promote close social relationships in the family, in school and in the community. Butnowadays, Filipino children rarely play these games. The present generation has been exposed to avariety of games in handheld technological devices that could lead to less interest in playing Filipinogames, or other social play. This action research aimed to find out how teaching Filipino games tokindergarten students, help promote peer play interaction in a class of eleven children, aged 3 to 4 yearsold, in a private preschool in Metro Manila. They were observed to do solitary and parallel play veryoften, and hardly do associative or cooperative play. This research is qualitative and data analysis islimited to descriptive statistics to show difference of peer interaction between pre- and post-intervention.The researchers used observation, video recording, anecdotal records, and a Peer Play Checklist in datagathering. Results show that Filipino Games are effective in promoting peer interaction among children.More of the children were able to cooperate and collaborate with their peers, listened better, encouragedpeers to join in, were more considerate, and responded to ideas more often. This implies that preschoolteachers can teach 3 to 4 year old children Filipino games to promote peer interaction or socialization.
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