Title: JOURNALISM FOR PRIMARY GRADES: A Play-Based Curriculum
Authors: Marjun M. Cuyag, Marylan G. Tandog, Lovely C. Cari?o, Jan Mariae Margaret M. Labadan, Rex M. Enriquez, Shela A. Salva-Proel
Volume: 9
Issue: 3
Pages: 27-35
Publication Date: 2025/03/28
Abstract:
This research explores the potential of integrating playful journalism activities into the Department of Education (DepEd) curriculum for primary grades (Kindergarten and Grades 1-3) in the Philippines. Using an Appreciative Inquiry approach, a study that focuses on discovering the positive facets of an organizational event or activity and identifies the mechanisms to enhance or improve them (Boyd & Bright, 2007; Cram, 2010). This study involved 15 teachers and 30 learners across diverse locations within DepEd divisions. The Discovery Phase employed focus groups, student observations, and interviews to identify existing playful learning practices and student preferences and identify and appreciate the positive aspects of the system. The Dream Phase utilized World Café workshops, photovoice activities, and collaborative story writing to co-create ideal visions for a play-based journalism curriculum. It envisions and articulates the desired future state for the system. The Design Phase or the development of strategies and action plans to bring the desired future state of life. It focuses on discovering what's working well and building upon those strengths to create a positive future. The Destiny Phase or the implementation of the desired changes. Results revealed the prevalence of storytelling, communication, and real-world awareness activities in existing playful learning practices. Both teachers and students expressed enthusiasm for integrating journalism concepts through activities like mock press conferences, news scavenger hunts, and collaborative reporting projects. The research highlights the curriculum of play-based journalism to nurture critical thinking, ethical information consumption, and active citizenship in young learners. The co-created visions showcase a future where children engage in investigative projects, interview local heroes, and run student newspapers, becoming empowered young minds actively contributing to their communities. Based on these findings, the paper recommends integrating play-based journalism into the DepEd curriculum, providing comprehensive resources for teachers, and forging partnerships with external stakeholders to enrich the learning experience. By leveraging the natural curiosity and playfulness of young Filipinos, we can cultivate a generation of informed and engaged citizens equipped to tackle the challenges and opportunities of the 21st century.