BEYOND WORDS: HOW WHOLE BRAIN TEACHING FOSTERS HOLISTIC

LANGUAGE DEVELOPMENT IN KINDERGARTEN

A Research Proposal Presented to

the Faculty, Graduate School

Lourdes College Inc.

In Partial Fulfillment

of the Requirements for the Degree

Master of Education Major in Early Childhood Education (MAEd- CE)

MIKEE JANE P. DELA TORRE

December 2023
 BEYOND WORDS: HOW WHOLE BRAIN TEACHING FOSTERS HOLISTIC

LANGUAGE DEVELOPMENT IN KINDERGARTEN

CONTEXT AND RATIONALE

Early childhood education recognizes the fundamental importance of language

development for overall cognitive and social-emotional growth (National Association for

the Education of the Young Children, 2023). Kindergarten, specifically, serves as a pivotal

stage where children acquire foundational literacy skills and lay the groundwork for future

academic success. However, traditional methods of language instruction often emphasize

rote memorization and passive learning, failing to cater to the diverse learning styles and

needs of young children. This can lead to disengagement, frustration, and ultimately

hinder their language development (Bredekamp & Copple, 2009).

Whole Brain Teaching (WBT) presents itself as a promising alternative to traditional

approaches. WBT's multi-sensory, movement-based, and interactive strategies aim to

engage the whole brain and create a dynamic learning environment that promotes active

participation, collaboration, and enjoyment (Waugh & Gentry, 2013). This aligns with the

principles of developmentally appropriate practice, emphasizing the importance of play,

hands-on experiences, and social interaction for young children's optimal learning

(National Association for the Education of the Young Children, 2023).

Despite the potential benefits of WBT, limited research has explored its specific impact

on holistic language development in kindergarten. Existing studies primarily focus on its

general effectiveness in improving student engagement and academic performance

across various subjects (Brown & Brown, 2012). This gap in the research necessitates

further investigation to understand how WBT's unique approach influences the acquisition

of diverse language skills, from vocabulary and grammar to reading and writing, in young

children.

The present action research is driven by the desire to address the lack of knowledge

regarding the effectiveness of WBT in promoting holistic language development in

kindergarten. By investigating the influence of WBT strategies on children's vocabulary,

grammar, listening, speaking, reading, and writing skills, this research aims to provide

valuable insights into the potential benefits of this approach for supporting young learners.

The study's findings have the potential to:

1. Inform educators about the effectiveness of WBT in facilitating kindergarten

language development.

2. Provide guidance on implementing WBT strategies in kindergarten classrooms.

3. Contribute to the development of effective and engaging approaches to language

instruction that meet the diverse needs of young learners.

4. Empower teachers to create a vibrant and supportive learning environment that

fosters a love for language and reading in young children.

Ultimately, this research aims to contribute to a better understanding of how WBT can be

used to enhance language development and empower children in kindergarten to become

confident and successful communicators.

THEORETICAL FRAMEWORK

Several theories can provide a strong theoretical foundation for this action research

investigating the impact of Whole Brain Teaching on holistic language development in

kindergarten. These theories offer frameworks for understanding how children learn

language and how WBT strategies can potentially enhance this process.

1. Multiple Intelligences Theory (Howard Gardner):

This theory suggests that individuals have different cognitive strengths and learning

preferences (Gardner, 2011). WBT's multi-sensory and movement-based approach aligns

with this theory, as it caters to different learning styles and intelligences (e.g., linguistic,

kinesthetic, visual), promoting accessibility and engagement for all learners.

2. Constructivism:

This theory emphasizes the active role learners play in constructing their understanding

of the world (Piaget, 1954). WBT encourages active participation and collaborative

learning, allowing children to construct knowledge through hands-on experiences,

discussion, and reflection. This aligns with the constructivist view of learning as an active

process of discovery and meaning making.

3. Brain-Based Learning:

This approach emphasizes the importance of engaging different brain regions for optimal

learning (Sylwester, 1995). WBT's multi-sensory activities engage diverse brain areas,

including the motor cortex, auditory cortex, and visual cortex, potentially enhancing

information processing, memory consolidation, and overall language acquisition.

4. Social Learning Theory (Albert Bandura):

This theory highlights the significance of social interaction and observation in learning

(Bandura, 1977). WBT's collaborative activities and emphasis on peer interaction create

opportunities for children to learn from each other, observe language models, and practice

communication skills in a social context, contributing to their language development.

5. Zone of Proximal Development (Lev Vygotsky):

This concept emphasizes the importance of providing support and scaffolding to help

learners achieve their full potential (Vygotsky, 1978). WBT's focus on differentiation and

individualized instruction allows teachers to tailor their approach to each child's learning

level and provide support within their zone of proximal development, facilitating their

progress in language learning.

In addition to these core theories, consider exploring specific theories related to language

development, such as the Interactionist Theory (Bruner, 1983), which emphasizes the

crucial role of social interaction in language acquisition, and the Input Hypothesis

(Krashen, 1982), which suggests that language acquisition occurs through exposure to

comprehensible language input.

By grounding this study to these various theories, the researcher can provide a

comprehensive and insightful analysis of how Whole Brain Teaching influences holistic

language development in kindergarten.

Statement of the Problem

1. What is the level the application of whole brain teaching in teaching the English

Language among Kindergarten learners?

2. What is the level of language acquisition skills of the learners in terms of:

2.1 Vocabulary acquisition,

2.2 Listening skills; and

2.3 Speaking skills?

3. Is there a significant difference in the language acquisition skills once whole brain

teaching approach is used?

 4. Does the use of whole brain teaching approach influence the learner’s language

acquisition skills?

Null hypothesis

The null hypothesis will be tested at a 0.05 level of significance.

Ho1: There is no significant difference in the learner’s language acquisition skills

of the

learners before and after the implementation of the whole brain approach.

Ho2: The whole brain approach does not influence the language acquisition skills

of the

learners.

PARTICIPANTS

The participants for the study will be Early Childhood Education (ECE) learners in

Kong Hua School, aged between 4 and 6 years old. There will be 80 kindergarten

participants. All morning classes will be assigned as the experimental group. The

afternoon will continue their routines as usual. The teacher of each respective

class will be responsible for tallying the observations and implementing the whole

brain approach in teaching, while parents and guardians will also participate in

noting changes in language acquisition skills through observational tools.

Research Instrument

This research will utilize two different instruments to collect data on the language

acquisition skills of children: modified questionnaire for parents and observational

tally sheet for teachers. The two instruments will help in getting a comprehensive

picture of the data by utilizing many approaches that would yield rich and reliable

information for this study.

Teacher Observational Tally Sheet

In addition to the parent-reported information, an observational tally sheet for

teachers will be used in this study. This instrument will enable teachers to keep

records about student’s behavior inside a classroom environment. The tally sheet

would be fashioned in such a way that it could register specific behaviors related

to language acquisition such as focus.

DATA GATHERING

1. Pre-Intervention Data Collection:

• Baseline assessments: Administer standardized or teacher-created

assessments to measure children's existing vocabulary, grammar, listening,

 speaking, reading, and writing skills before implementing Whole Brain

Teaching (WBT).

• Teacher observations: Observe and record classroom interactions and

student engagement levels during typical English language learning

activities.

2. Implementation Phase Data Collection:

• Ongoing observations: Conduct regular observations of classroom activities

to document the implementation of WBT strategies, student participation,

and teacher interactions.

• Anecdotal notes: Record detailed anecdotal notes about specific student

behaviors, interactions, and learning progress during WBT activities.

3. Post-Intervention Data Collection:

• Post-assessments: Administer the same or similar assessments used in the

pre-intervention phase to measure any improvements in language

acquisition skills after implementing WBT.

• Teacher surveys: Distribute surveys to teachers to collect their feedback on

the effectiveness of WBT, the level of student engagement, and the

feasibility of implementing WBT in the kindergarten classroom.

4. Triangulation:

• Throughout the data collection process, the researcher will utilize a variety

of data sources and methods to ensure the validity and reliability of findings.

This will involve combining quantitative and qualitative data, collecting data
 from multiple perspectives (learners, teachers, and researchers), and using

different data collection methods (observations, interviews, and

assessments)

5. Ethical Considerations:

• Ethical research practices shall be maintained throughout the study.

Informed consent from all participants will be ensured to protect learner

privacy and confidentiality, and ensure the well-being of all participants

involved in the research.

DATA ANALYSIS

The data analysis procedure will involve a combination of quantitative and qualitative

methods to comprehensively understand the impact of Whole Brain Teaching (WBT) on

holistic language development in kindergarten.

Quantitative Data Analysis:

1. Pre- and Post-Assessment Comparison: Paired-samples t-tests to compare the

results of pre- and post-intervention assessments for each language skill

(vocabulary, grammar, listening, speaking, reading, and writing). This will help
 determine if there are statistically significant improvements in language

development after implementing WBT.

2. Descriptive Statistics: Calculate descriptive statistics (mean, median, standard

deviation) for pre- and post-intervention data to understand the overall distribution

and variability of scores across different language skills.

Qualitative Data Analysis:

1. Thematic Analysis: Use thematic analysis to identify recurring themes and patterns

within the data collected from observations, interviews, anecdotal notes, and

teacher reflections. This analysis will provide insights into students' experiences

with WBT, their perceptions of its impact, and the challenges and successes

encountered during implementation.

Statistical Tools:

• SPSS (Statistical Package for the Social Sciences): A comprehensive software

program for statistical analysis will be used, ideal for conducting t-tests.
 ACTION/INTERVENTION PLAN

EXPECTED
WHAT HOW WHEN WHO
OUTPUT
Researcher

Action Research School

Action Obtain
Proposal to the Principal
Research approval to
ECE Department January 2024 Department
Proposal conduct action
Head and School Head
Presentation research
Principal Kinder

Teachers

Distribute

Parent’s
Researcher
Parent’s Consent Consent Form Obtain
Parents
Form to Kindergarten January 2024 parent’s
Learners
Dissemination Learners’ consent
Teachers
parents and

guardians

Baseline
Researcher will
Assessments:
give out Gather pre-
Researcher
assessment intervention
• Pre-intervention January 2024 Learners
and data for
assessment Teachers
observation comparison
• Pre-intervention
tools for the
observation
 teachers to

utilize

Researcher will

orient teachers

regarding the

application of

WBT. Execution of

Implementation of Researcher Whole Brain

February to
Whole Brain Teacher will Learners Teaching in
March 2024
Teaching apply WBT for Teachers the classroom

10 weeks setting

before post

intervention

data will be

gathered

Implementation
Researcher
Phase Data
and teachers
Collection:
will gather data Researcher Gather on
February to
while Learners going data for
• On going March 2024
implementation Teachers reference
anecdotal
of WBT is
recording
ongoing
• Observation
 After 10 weeks

of WBT Gather post-

Researcher
utilization, intervention
March 2024 Learners
Post Assessment post- data for
Teachers
assessment comparison

will be done

Test

hypothesis
All data will be
and make
analyzed to Researcher
Data Analysis April 2024 conclusion
reach Teachers
about the
conclusion
action

research
 REFERENCES

Ackerman, J. M., & Goldsmith, L. T. (2010). The impact of brain-based learning on

student success. Educational Leadership, 68(3), 78-82.

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early

childhood programs serving children from birth through age 8 (3rd ed.). National
Association for the Education of the Young
Children. https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

Brown, H. L., & Brown, L. R. (2012). Whole Brain Teaching for Challenging Times:
Grades 4-12. ASCD. https://www.amazon.com/Whole-Brain-Teaching-Challenging-
Kids/dp/0984816712

Byly, S. (2018). Whole Brain Teaching for Early Childhood: Kindergarten & First
Grade. Whole Brain Teaching. https://m.youtube.com/watch?v=j-EWmgFW6GI

Cobb, P. (1994). Where is the mind? Constructivism and the study of learning in
mathematics. Educational Researcher, 23(7), 13-20.

National Association for the Education of the Young Children. (2023). Early childhood
curriculum, assessment, and program evaluation: Building an effective, accountable
system (3rd ed.). NAEYC. https://eric.ed.gov/?id=ED482015

Waugh, D. C., & Gentry, M. (2013). Whole Brain Teaching in Action: Strategies and
Activities for Engaging Students and Enhancing
Learning. ASCD. https://m.youtube.com/watch?v=2munA-bHFqc
Williams, L. (2013). Whole Brain Teaching: A review of the literature. Journal of
Educational Research, 106(3), 183-
191. https://journals.sagepub.com/doi/10.1177/016146817507600603

Wormeli, R. (2007). Differentiated instruction: From theory to

practice. ASCD. https://pdo.ascd.org/lmscourses/PD11OC115M/media/Differentiated
_Instruction_Intro-Syllabus.pdf

Zigmond, N., & Klooss, E. (2007). The Whole Brain Teaching approach: A different way
to teach reading. The Reading Teacher, 60(6), 544-
552. https://eric.ed.gov/?id=EJ1255556