This study investigated the home environment of selected Filipino gifted individuals. It aims to answer two research questions: (1) what is the giftedness profile of the selected Filipino gifted?; (2) what types of home environments do Filipino gifted have? This study uses qualitative methods, specifically narrative research strategy, to provide a description of the home environment, the socio-emotional, intellectual, and physical environment that nurtures the intellectual skills, exceptional talents and leadership abilities of the gifted. The study highlighted important Filipino family values in describing this home environment. In this study, the home environment of the gifted contributed immensely to their positive development, not only in the nurturance of their giftedness, but also in the development of their socio-emotional skills and values system. This study recommends that there should be a strong link between the school and the family of the gifted, leading towards the establishment of stronger family support programs for the development and nurture of Filipino gifted students. Furthermore, schools can also develop different student support programs for gifted students to create stronger collaboration with the families of gifted students.
Teaching science for preschool children is essential in setting the foundation for science literacy and in kindling young children’s interest in learning science. Hence the goal for designing a culturally relevant science curriculum is a gigantic challenge to all preschool teachers. This study proposed a community-based science curriculum for local preschools in northern Philippines. It supports the idea that nature should be utilized in nurturing the interest of young children in learning science. Qualitative method was used in gathering data from parents, teachers, and community leaders. Community resources that could be utilized for learning scince were identified, the legal framework for preschool education was analyzed, and the current national curriculum standards for kindergarten was analyzed to design and develop a science-based curriculum for young children. The result, which is a proposed curriculum, integrates cultural scripts, indigenous knowledge and practices, learners’ interests and needs, and community resources in the selection of curriculum contents and learning experiences. The proposed community-based science curriculum could be a model for developing a culturally relevant and responsive education for indigenous people.
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