Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training

Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.

Introduction
Evidence has shown that the early education children receive is correlated to future academic success (Bainbridge et al., 2005), in particular, in the development of social and emotional competencies (Halle & Darling-Churchill, 2016;Kirk & Jay, 2018). For this reason, there is an increasing awareness in work-life policies as family commitments and professional obligations are sometimes incompatible (Adame-Sánchez, González-Cruz & Martínez-Fuentes, 2016). Consequently, families are considering how to manage their parenting responsibilities along with childcare centers during their working day. Simultaneously, educators are questioning their practices as children's rights are becoming more important in society. It is now considered that human development is no longer regarded as a universal phenomenon (Vogler, Crivello & Woodhead, 2008), so strategies such as biological age for readiness or aged curricula are considered barriers for child development and children's rights.
Considering these barriers and the traditional homogenous education, the aim of this paper is to analyze the current enrolment situation in the Euro-Western world and identify societal demands when they contemplate childcare centers, as there is an increasing awareness related to children's academic success, which depends on early childhood development (Bainbridge et al., 2005). Inclusive practices from 0 to 6 years old that focus on International Journal of Research in Education and Science (IJRES) 145 respecting every child and offering them an individual and relevant education to achieve individual goals and promote a constant acquisition of abilities and capacities are analyzed, as they are principles sought after in our society. Analyzing these demands and in an effort to conduct this literature review, pedagogical contributions from Bronfenbrenner, Vygotsky and Piaget, further deepening in Montessori approach were analyzed to find which principles guarantee an education that respects the natural development of the child. Furthermore, we researched all relevant authors related to the investigation which accomplished the requirements of presenting evidence of promoting children rights in early childhood education.
Firstly, the enrolment situation in childcare centers in the Euro-Western world was presented, then, society's demands related to early childhood education were analyzed, which provided a deepened review of both the children's environment and teacher training, as both are considered the two main aspects that interact with children. The following section discusses which aspects should be considered in the prepared environment where a child grows, respecting their development and safeguarding their rights, focusing on Montessori principles regarded as an approach that respects societal demands. To achieve the respect of children's rights and to create an adequate environment for children, teacher training should be in consonance with it. For this reason, a theoretical debate was presented about the requirements and preparation teachers need to attend to a group of infants, focusing our attention on the importance of the first six years of life. Finally, the conclusions have provided a unifying basis of the Montessori principles that ensure the respect of every child and their rights, offering future research prospects to analyses the concerns of the society in matters of development.

Methodology
A research strategy was used to review all literature which presented demands in early childhood education, including work-life policies (Allen, 2013;Brown & Clark, 2017) and the situation in the Euro-Western world; inclusive practices that promoted individual child development (Francesconi & Heckman, 2016); prepared environment (Jung Park & Hyo Chang, 2019); teacher training (Totenhagen et al., 2016); and scaffolding. Two research questions guided this literature review: (1) What do families consider when they look for an early childhood institution? (2) How are these demands represented in educational practices? To answer these questions peer-reviewed articles and grey literature were researched between September 2018 and August 2020 in electronic data bases including SCOPUS (Elsevier), Grey literature and websites of international organizations and conferences including the US Census Bureau and the Australian Bureau of Statistics, Institute of Medicine of the National Academies, National Institute of Child Health and Human Development (NICHD) and United Nations Committee of the Right of the Child, as well as book literature from Montessori Pedagogy.
A repeatable approach to identify relevant publications describing the contents of interest was done. This included the use of precisely selected words and terms that allowed for a more inclusive search of articles in the database. Pedagogical contributions from Bronfenbrenner, Piaget, Vygotsky, and specifically Montessori have been considered to respond to our second research question, due to provide a deepened analysis in how societal demands are being achieved in educational practices.

The Context of the Euro-Western World and Its Enrolment in Childcare Centers
The aim of this report is to analyze the principles that promote inclusive educational practices attending to early childhood education. To debate this issue, the understanding of the current situation of parenthood, work and school enrolment from the present day is needed. Throughout the past decade, there has been greater attention placed in management and work-life fields as there are cross-national contests and different assumptions considering the individual, organizational and national levels of work-life policies (Ollier-Malaterre et al., 2013). Moreover, they influence not only individuals and families, but also businesses, work positions in companies and society, which all interact in the work life balance (WLB) (Allen, 2013). WLB is an individual's perception of the fit between work and family roles (Allen, 2013) that finds conflicts to engage both spheres as roles are not compatible with each other (Greenhaus & Beutell, 1985).
Regardless, this awareness started in the 20 th century, the occupational flexibility between work and home remained reconciled for professionals of all genders in the 21 st century (Southworth, 2014) and this has determined new families' ideologies. According to the American Community Survey of the US Census Bureau (2017), households and families are smaller, as is occurring in Europe, where there is a low fertility rate (Van Bavel & Rózanska-Putek, 2010). Research has evidenced a major concern in achieving better education and higher income wages in family's perspectives (Adame-Sánchez et al., 2016;Fernández, 2018;Greenberg, 2011;Rupert & Zanella, 2018). WLB reviews and meta-analytic studies (e.g., Kossek et al., 2011) have explored individual factors including dispositions, number of children, marital status; or organizational factors such as, spending long working journeys, where some exceed forty hours per week. Considering all these variables, families need to manage the education of their infants when they are not with them. This aspect leads to investigating where these children are during the first years when the education is not compulsory. Rupert and Zanella (2018) have shown that in the US child care on the first order is provided by grandparents and day care attendance is in the second order as in Europe, were just the 23% of 0 to 2 years old enrol in nurseries (Van Bavel & Różańska-Putek, 2010). Even though the Australian Bureau of Statistics has shown decreased attendance in formal and non-informal care in the past years (52.2% in 2011 and 49.3% in 2017), there is quite a difference comparing the other two geographic areas mentioned before. In this case, the most common types of care for children who do not attend school are long day care (36.9%) and grandparents (25.8%), where children under 1 year are less likely to attend care and they start when they are aged 2 or 3 years old.
A possible reason for this low enrolment is presented by Van Bavel and Różańska-Putek (2010), who agreed that in Europe, there is an insufficient availability of childcare facilities and Bainbridge et al. (2005) added that one of the factors of low enrolment in the US are the high rates of childcare institutions. The availability of childcare, and, in particular, good quality childcare, is a phenomenon with which many parents struggle (Berk & Meyers, 2015). Even though the Euro-western world was analyzed, there is an aspect that affects any society.
From the mid1990s onwards, the migration phenomenon has arisen again (Parrilli, Montresor & Trippl, 2018) as people are seeking for better places to live, job opportunities, etc. This produces new hierarchical social positions, statuses or stratifications (Vertovec, 2017) and radically transforms the cultural, social, institutional and economic fabric of both home and host countries (Parrilli, Montresor & Trippl, 2018). Considering this impact in societies, it might be also seen in childcare centers or in schools, where groups are becoming more multicultural and teachers need to attend to all of these diversities.
Consequently, teacher training needs to provide a wide range of knowledge to attend this heterogeneity and universities have the obligation to provide this. Francesconi and Heckman (2016) have already presented the necessity for a dynamic skill formation, which would include the multiplicity of skills, considering critical and sensitive periods in the life of a child for different skills and concepts of complementarity; all concepts accounting for a variety of empirical regularities that describe the process of human development. Although there is training, not all care centers have the same requirements when looking to employ teachers. Government marks the minimum requirements needed to work with children, but they can differ from the typology of the care center (private or state) and from the state policies. In the Australian case, staff working with children aged five or over must have university qualifications and most jurisdictions allow staff with a wide range of qualifications to be employed in services for younger children. Although the Statistics Bureau (2017) shows that of 60000 staff employed in Commonwealth-funded long day care centers the 46% held no formal qualifications, the 38% held a Child Care Certificate or Diploma of Child Care, 12% held teaching qualifications, 4% held nursing qualifications and 7% held other relevant qualifications (Australian Bureau of Statistics). Therefore, we can appreciate that adults working in these institutions are concerned about child development and they enrol to get these certifications. In the same perspective there is the US and Europe, where governmental laws only require a high school diploma, but private centers are asking for degrees in early childhood education.
Some theorists demonstrate that family environments during the early years, especially parenting, are major determinants of human development because they shape the foundation for lifetime skills development formed before children enter formal schooling (Francesconi & Heckman, 2016). Albeit, the importance of early childhood education and care has been demonstrated as a long-term effect in child development and future success and positive life outcomes (Halle & Darling-Churchill, 2016;Kirk & Jay, 2018) there is little needed to work on in this first period of life. Despite being one of the most important periods of life, adults working in contact with infants from birth to six years old do not need to be highly qualified, that in sense, should be totally the opposite. Wilke, Hachfeld and Anders (2017) have shown that adults who interact daily with children, like parents, grandparents or teachers play key roles in their socialization and development, for this reason our society is demanding for quality practices when children are enrolled in childcare centers.

Demands from Society in Early Childhood Education
The following section analyses which demands are being requested in our constant and emerging society, specifically what families look for in childcare centers or which knowledge should educators have. First of all, society is looking for quality childcare centers, kindergarten and preschool programs as they lead to better development outcomes and later schooling (National Institute of Child Health and Human Development, 2003;Sylva et al., 2010). Indeed, as it has been mentioned, practices centered in the entire human development (Francesconi & Heckman, 2016), which promote the progress of the whole child through age-appropriate socioemotional and cognitive skills shows a significant improvement in the child outcomes (Lillard et al. 2017) Macià-Gual & Domingo-Peñafiel 148 too. Nevertheless, Peisner-Feinberg and Burchinal (1997) indicated that this correlation between child and outcomes has stronger positive effects in children from more at-risk backgrounds. At the same time, they proved that there was no evidence that children from more advantaged families were buffered from the effects of poorquality childcare centers.
Although early education promotes future outcomes and schooling, the question lies in the fact of what we mean of a quality childcare education. Different studies have presented variables which are being sought after in our society: 1) The importance of the environment (Jung Park & Hyo Chang, 2019) as a key factor that promotes children's physical, cognitive, and social development. This study, which was a literature review, reached five conclusions related to offering a natural ecosystem to increase children's concentration and provide a pleasant environment; the need for open space to promote a convenient observation and monitoring; the possibility to enjoy various sensory experiences related to nature; the spatial design must be interesting and familiar using natural elements; and the need of hiding places considering the children's stage of development and learning ability.
2) The conception of not considering human development as a universal phenomenon (Vogler, Crivello & Woodhead, 2008), although there is compelling evidence for critical and sensitive periods in the development of a child (Francesconi & Heckman, 2016). The acquisition of skills shows differential malleability at different stages of the life cycle (see Knudsen et al., 2006;Thompson & Nelson, 2001; and the body of evidence summarised in Cunha et al., 2006;and Heckman & Mosso (2014)).
Consequently, between the homogenous practices, society is claiming heterogeneity as each child needs to be seen as a unique and individual person.
3) The need for high-quality, educated and stable workforce in child care centers (Totenhagen et al., 2016) as adults who interact with children play key roles in their development and socialization (Wilke, Hachfeld & Anders, 2017). The importance of how children are being attended to, talked to, provided with opportunities to participate, emancipate considering their abilities are qualities which are being demanded in early childhood practices.
Taking into account these three majors variables, the following section will provide a literature review, mainly centered in Montessori principles, as they assume these societal demands as they are the foundation of their approach. The following Montessori principles guarantee children rights and human development as aspects that guide meaningful and inclusive practices in early childhood education, as a consequence, promote quality childcare programs.
Almost 100 years ago, Maria Montessori (1998) conceived the child as a unique and natural being, which had to be seen with new eyes in the adult sight. This new conception that she manifested treated each person as someone different, unrepeatable and with a personal background, characteristics of all human rights.
Furthermore, she supported a new philosophy that treated the child as an individual, consequently, the adults who guided this child to increase their own development need to guide one by one (Montessori, 2006) in a common environment. In this point the homogeneity is conceived for the common environment, while the heterogeneity is achieved by the individual attendance, variables demanded in society. However, while

International Journal of Research in Education and Science (IJRES)
149 centering on the singular child may be desirable for a social policy and children's rights perspective, it does not reflect the multiple priorities of many of the systems in which children participate (Vogler, Crivello & Woodhead, 2008). Looking for appropriate child care environments when it is required, is more prevalent in families with higher levels of maternal education, as the mother obtains an advanced knowledge of child development (Greenberg, 2011) and can appreciate differences in childcare centers. However, as compulsory enrolment differs in many states, children do not need to attend a childcare center if the family does not want to.
In these cases, and after the school time, a supportive family environment is crucial to a child's developmental trajectories and future pathways (Wilke, Hachfeld & Anders, 2017). Considering this, children from families with lower levels of education and less supportive environments would be at a disadvantage: first, they would benefit less from educational materials and practices that parents could promote for school readiness; and second, they are less likely to attend educationally enriching early childhood practices (Magnuson et al., 2004).
Considering the contributions exposed before from Jung Park and Hyo Chang (2019) where the environment is considered important and has an influence on any child, any activity that teachers' offer to infants may cause this impact too. Children play during their first years of life, so this aspect is being pursued when education takes part in it. Pramling and Asplund (2008) showed that young children are active by nature and constantly on-going. This puts new demands on any teacher, because not only every child must turn as a person -an individual in his or her own right -but also capturing a child's interest to promote activities that increase their own development. Moreover, this investigation added that from a children's own perspective, play and learning are not always separate in practice during early years (Pramling & Asplund, 2008) and this is correlated in one of the major principles of Montessori Pedagogy. Montessori (2006) defended that children were always working, as any activity was promoting their future development.
At the same, not all children need to do the same activity simultaneously as this does not come from an inner interest and does not respect their developmental rhythm. Carson et al. (2016) have shown that children spend approximately 50 % of their time at childcare sitting, but sitting is not what they really need, as sedentary activities do not promote movement acquisitions. Montessori (1998) and Montanaro (1991) defended that by moving, children learn, as the brain and body are working in unison. Reductions in sitting time in childcare should be promoted to reduce sedentary behaviors (Ellis et al., 2018) and to contribute to this, the Institute of Medicine of the National Academies from Washington developed a recommendation for childcare providers.
They stated that young children should be allowed to move freely and sitting or standing still should be limited to 30 minutes at a time (Institute of Medicine, 2011). However, nearly 50 % of pre-schoolers do not meet this recommendation while they are in the childcare center (Ellis et al., 2018), for this reason is a principle that society may consider when it is time to choose a childcare institution and this it is done when they offer approaches that promote movement.
Different pedagogies, such as Froebel (1989) and Montessori (1998) agree that the activity of any child comes from an inner drive, seen as a biological instinct. Mani and Ackermann (2018) added curiosity-driven learning and intrinsic motivation as aspects that influence the acquisition of different skills, such as language. However, the environment must be prepared to guide this interest (Lillard et al., 2017), because during the first six years of life they need to develop the basis for their future, everything that is required to be able to take part actively in society as an adult with their own opinions and personality. In this way, we respect their rights and we offer the basis upon which to develop the future adult.
Debating the different ways in which children learn, Montessori (1998) appreciated that children learn differently during these first six years, then as they do when they are an adult, and this is something that parents have in mind, especially when they show interest in the care center. When families' demands are responded to, the family feels confident in a new secure environment, which, in turn, is transmitted to the child (Alpi, 2003).
Considering this major influence, Montessori (1998) manifested an absorbent mind in every child from birth to six years. This meant that children under six years old absorbed everything from the environment as if they were taking a picture, but in every brain, the information was acquired differently, so no one could control this last process. Furthermore, all these impressions do not only penetrate in their mind, they also form it (Montessori, 2006). For adults these mechanisms work differently as they are like recipients, where all the impressions are set, we remember and with different mechanisms that we control, we store all the information (Montessori, 1998).
The Montessori approach offers guided experiences to lead to an inclusive practice, as every child is respected as a unique being; at the same time to formative assessment strategies, as individuals are fully involved in the process (Florian & Beaton, 2017). Children are free to choose with which previously presented materials they want to work with and for how long. At the same time, every material has an error control, so from their own evaluation they can see if they are doing the task correctly or not (Montessori, 1998). This provides selfassessment from the very first years, as children assess their own learning and make decisions about their work (Black & Wiliam, 1998). Children are considered agents of assessment rather than objects to be assessed (Black & Wiliam, 2009), consequently they have the opportunity to learn in an interactive way (Sadler, 1989). Thanks to these practices, children gain self-esteem as they assume their personal goals and they try to achieve them (Black & Wiliam, 1998) with their own abilities and capacities. At the same time, adults give them the reins of their own development and they fully respect them.
All these aspects are considered when child's education is in the parents' mind. However, the effort to educate not only falls in the families' hands, but also with the care centers (Alpi, 2003). Considering this idea, both institutions need to consider that in the first six years of life, the human brain undergoes marked development, and gene expression produces changes to appear to be permanent due to the interactions with the environment (Lillard et al., 2017;Zhang & Meaney, 2010).
As education, parenthood and care centers cannot be despised, two main aspects that interact in children's education are presented: the prepared environment and teacher training, as they are considered as external influences during the first six years of life, which mound and create the infant. These two aspects surround the child in every moment and as their brain obtains information during these early years, the impact of them is immeasurable. For this reason, the preparation of both of them can increase and empower child development in the early years if adults have firm concepts of these aspects.

Considerations of the Prepared Environment, a Created Place to Attend to Children's Needs
As Jung Park and Hyo Chang (2019) have exposed, the environment and its characteristics have a major impact in child development (Francesconi & Heckman, 2016). Pedagogical theorists like Bronfenbrenner (1979), Montessori (1998), Piaget (1978) and Vygotsky (1978) focused their attention on how a child learnt and related this capacity to the environment. Some points of their theory had elements in common but other points differed, consequently the following section present a discussion with new contributions (i.e. İslamoğlu, 2017;Kirk & Jay, 2018;Nganga, 2015;Pramling & Asplund, 2008;Vogler, Crivello & Woodhead, 2008). In this debate, the prepared environment is defined by considering two main points: spatial design (Jung Park & Hyo Chang, 2019) or the physical element (architecture and structural design and materials and/or toys set in class) and the process (psychological relations) that happen there (Ishimine & Tayler, 2014;Kirk & Jay, 2018). In any case, high quality environments promote young children's development and also positive short-and long-term academic benefits (Bainbridge et al., 2005), ensuring a constant and evolving acquisition of abilities and capacities.
These acquisitions of early childhood goals are defined in the curricula but must also be in the teacher's mind.
This means that the way a teacher constructs the environment needs to provide experiences and learning opportunities to the child to make sense of the world around them (Pramling & Asplund, 2008), ensuring meaningful and relevant practices to promote education. As Junk Park and Hyo Chang (2019) demonstrated the connection with the nature that surrounds the child, not only giving activities but also with natural materials.
Possibilities, in any place, in the environment must be seen as opportunities for apprenticeship (Montessori, 1998). Woodhead (2006) added that apprenticeship and optimal human development could be achieved through a wide range of family settings, childcare practices and pedagogic approaches. One of these capacities is cooperation, children that have the possibility to participate in domestic activities, such as sweeping the floor, watering the garden, preparing food and others -as they do in Montessori schools -, provide a range of practical life tasks, which are absorbed and persist for a long time, under no coercion or pressure from the adults (Bone, 2017). All practices provided in the environment need to develop the child's integrity, respecting their rights and offering meaningful experiences to achieve the necessary abilities to adapt in this world. Consequently, one of society's demands which were promoting the integral human development in a familiar environment (Francesconi & Heckman, 2016) is being achieved considering the culture and the environment where the infant grows up.
One of these practices is the Vygotskian sociocultural approach, which recognized all aspects of childhood as shaped by social, cultural and economic processes. This principle also applies to children's environments, any environment in which the children grow up (Vogler, Crivello & Woodhead, 2008). Vygotsky (1978) and Piaget (1978) agreed that children were active agents in their own environment, engaging them with the experiences of the world. However, Bronfenbrenner (1979) defended the environment as an external influence in any human, and child development follows inner rules (Montessori, 1998) and is not comparable to any other child.
However, schooling centers are assumed as a universal feature of childhood and this does not respect the different development rhythms, for example, when biological age is widely treated as a proxy for readiness, maturation and competence (Vogler, Crivello & Woodhead, 2008). Lansdown (2005) also agreed that school structures with fixed age-grade systems and associated aged-linked curricula did not respect the diversity of children's development, nor their variations in the evolving abilities and capacities.
Considering this evidence, Montessori (1998) exposed that full development held the clue in the prepared environment and in the guiding activity from the adult. Adults need the willingness to engage with children on their own terms (Florian & Beaton, 2017) to assume what they really need to increase their development. This exemplifies the tradition of child-led learning articulated by the Reggio Emilia philosophy, which positions education as a relationship (Malaguzzi, 1994), and views a pedagogy of listening as essential to learn (Rinaldi, 2001). At the same time, this idea breaks with the traditional models that ignore the interaction of parents and children in the process of development (Francesconi & Heckman, 2016), or in other terms, treating the child as a passive being whose skills are known to the parent or to the adult. They assumed that the adult fully internalises the child's utility as her own and the child's utility function is that of the adults. Opposite to that, Heckman and Mosso (2014) and Garcia and Heckman (2015) discussed mentor-child interactions which in Montessori (2006) terms would be the guiding activity.
However, Montessori (1998) defended that all experiences offered to a child should be considered after thorough and accurate observations of that particular child. After observation, the adult is able to provide the child with the environment needed. Montessori (2006) defended that it needs the right type of materials and the right level of mental stimulation (Lillard, 2018) to be in consonance with the development stages (Montessori, 2012) that children go through as it has been presented as different stages of the life cycle where children are more malleable to certain skills (Heckman & Mosso, 2014;Knudsen et al., 2006;Thompson & Nelson, 2001).
Like this, society's demand of respecting children's rights and infant's development life cycle will be guaranteed. These sensitive periods (Francesconi & Heckman, 2016), or life cycles as it has been mentioned, are also assumed in the Montessori Pedagogy. The stages of Montessori development (see Figure 1) are grouped into six-year blocks, which at the same time are divided into three years. This is also happening in the multi-age classrooms spanning three years (Edwards, 2002), which allows a first environment to develop a wide range of abilities and a second environment to consolidate these abilities. Specifically, the early childhood environments in the Montessori (1998) approach are set in three groups: the nido, from birth to sixteen months approximately;

International Journal of Research in Education and Science (IJRES)
153 the infant community from sixteen months to three years old; and casa dei bambini from three to six years old (Montessori, 1998). Even though there are three spaces to attend 6 years of life, in this case it is so, as the first three years of life children change rapidly and their motor acquisitions are enormous. For this reason, in nido there are children who do not walk and when they march with confidence they change to the infant community.
Every environment consists of a physical part and a psychological part, that occurs through the process and interactions that take place. For example, from birth to three years old, is the time from the unconscious absorbent mind and from three to six from the conscious absorbent mind. In this case, Montessori (1998) creates an environment to respond to this inner demand of the child and provide it with the materials -mostly wooden or made of natural materials -that allow children to see their own mistakes and learn by voluntary repetition (Lillard, 2018). Traditional approaches fail in this aspect and the transition from teacher-supplied feedback to learner self-monitoring is not something that comes about automatically (Sadler, 1989). Meaningful practices promote children's opinions and creativity, so children need to assume their goals as something personal, and then this will play a significant part in the voluntary regulation of their performance (Black & Wiliam, 2009).
If psychological needs are to be met in any environment, the physical part needs to be in consonance in order to promote this development. Thereby, the architecturally designed spaces are motivating and a directing path in education, and this spatial adaptation based on a particular educational approach which directly affects the quality of the education provided (Chan, 1988;Jung Park & Hyo Chang, 2019). In this space, furniture, materials, objects and toys are set. When the background of early years' education in terms of play and learning is scrutinized, Pramling and Asplund (2008) found that from child's perspective play and learning are done simultaneously. For this reason, these psychological acquisitions in their minds take place in every moment and in any peer or adult interaction. Heller et al. (2012) added that teacher-child interactions and teacher behaviour reinforce a positive social and emotional environment that can enhance children's social-emotional competences. Social-problem solving can be trained and learned in the early years and form the social and emotional abilities. Lillard (2012) found that social problem-solving strategies, such as justice and considering another person's goals, were gained when in classrooms there was only one set of each material (Montessori, 1998). This creates frequent needs to consider how to solve conflicts over limited resources.
With all this evidence, the relation between the physical part, that is guaranteed when we set an environment, and the intrinsic psychological effects that take part in every child is appreciated. Like this, early childhood environments need to ensure children's well-being, health, learning and play (Vogler, Crivello & Woodhead, 2008). As a result, the impact from the environment in these first years is absorbed with no filter and the child cannot distinguish what is really needed from what is not (Montessori, 2006). For this reason, this idea is important when it comes to see that the changes in the child appear to be permanent as the environment interacts with gene expression producing changes (Zhang & Meaney, 2010). For this reason, as it is a concern for society, families look for quality child care institutions where both areas share a common aim. The person responsible for this environment is the adult, and they act as the link between the child and the environment, as they promote activities with the materials and space in which the child participates. Furthermore, the method in which the educator has been trained is relevant in regard to the practices and experiences offered in the childcare center, so analyzing this aspect, can offer a theoretical debate to develop training programs.

Teacher Training, Placing the Child at the Center of the Education
The purpose of this section is to distinguish the demands of the governmental policies that regulate teacher training and to unify all these bases to assume which knowledge should guarantee any training program, as one of the society demands was the need for high-quality, educated and stable workforce in child care institutions (Totenhagen et al., 2016). Early years training plays a key role in the adult formation as they influence child development and socialization (Wilke, Hachfeld & Anders, 2017). As a consequence, early childhood training needs to promote an inclusive education that guarantees the attendance of every child. The following practices present the respect for different rhythms of development and place the child at the center of the education.
As previously mentioned, teacher training depends on governmental and educational policies. However, practices in early childhood education have been a catalyst for empirical and theoretical studies originating within a wide range of disciplines. It is agreed that, practices and pedagogies have been shaped by generations of human activity and creativity, different circumstances, opportunities and constraints, and informed by multiple discourses about children's needs and nature (Woodhead, 2006). All these influences have shaped teacher training and governmental policies in the Euro-Western world, but they do not seek a universal teacher training that can lead to the worldwide community of education.
Even though the approaches are numerous, this article is focused on the social and cultural paradigm because it emphasizes the respect in which early childhood contests and processes are shaped by human action and cultural processes. Cultural views in children's needs, related to their individuality, gender, ethnicity and a host of many other factors (Woodhead, 2006) are included. This paradigm supports human rights and avoids the principle of homogenizing children and allows for individuality, gender differences and diversity. Considering this, any teacher training should promote these principles, as the recognition of young children's universal human rights would be assumed. In the United Nations Committee of the Right of the Child (2005) they state that, all children -including the youngest -must be respected as persons in their own right.
As migration is increasing rapidly nowadays, the US Census Bureau has proven that classrooms are becoming more racially and ethnically diverse, consequently teachers must be prepared to respond positively to these new demands. Florian and Beaton (2017) presented the inclusive pedagogical approach, where they respond differently in front of individualities, avoiding the marginalization that can occur with differentiation strategies that are designed only considering individual needs. This means that children cannot be excluded from opportunities to participate in collaborative or group activities (Slee, 2010). Adults need to offer a variety of experiences and the opportunity to choose what they would like to do. At the same time, training centers are looking for more interdisciplinary programs, which break from traditional discipline-based studies that not only fragment the child, but also the professional specialisms (Woodhead & Montgomery, 2003). This is already being applied in some European Countries, where teachers receive training in all the developmental aspects that affect early childhood and, in all subjects, when they teach from six to twelve years old. Woodhead (2006) defended the importance of such interdisciplinary childhood studies as a way where diverse perspectives of early childhood can meet. Moreover, this can promote more coordinated policies, integrated services and is increasingly underpinned by a holistic view of children's interdependent rights. Florian and Beaton (2017) added that sharing practices and approaches with several professionals could involve a long and in-depth analysis of the complex practice of teaching. This could enhance the capacity to develop practice either in any teacher, but also in those who prepare them (Brown & McIntyre, 1992). Consequently, teacher training would be reinforced and early childhood educators could have quality organizational characteristics, opportunities, job satisfaction and a continuous education and training that would benefit early childhood centers (Totenhagen et al., 2016); ergo, this means that society's demands are being achieved.
Training should be done permanently as new demands are appearing every day but also to reflect on one's own practice. Ota et al. (2006), proved that pre and post training showed significant gains in the categories of facilitating social development, positive caregiving behaviors and interactions between children and adults.
Moreover, the Developmentally Appropriate Practices (DAP) founded by Bredekamp (1987) have begun to train pre-service teachers and it has appeared to have a positive impact on the beliefs and practices of teachers who were already sympathetic to developmental philosophy (Haupt et al., 1995). These advances positively affect both teacher practices, relationships and the child, for this reason every child needs to be conceived as unique.
Most training centers consider the necessity for teacher training to attend to diversity and a multicultural curriculum, well documented by Banks (1996). Howard (1999) and Nieto (2002) further added that professional development should provide educators with opportunities to learn more about their student's cultures, language and these should be done through making learning styles meaningful and relevant for them. The most important aspect is teachers need to know that the child is in the center of all this process and they are constantly transforming their abilities and capacities to achieve their personal goals (Montessori, 1998). Teachers need the skills to organize children's learning processes (Pramling & Asplund, 2008) and this signifies: • Awareness of child perspectives and teachers' perspectives; • Necessity to be (teacher and child) involved in the learning process; • Teacher's goal direction and sensitivity to the child's perspective need to work simultaneously; and • Need of communication and interaction between teachers and children and between peers should be provided on a daily basis.
The outcome of the training should allow teachers to assume that attitudes, knowledge, interactions and environment are intertwined into a totality (Pramling & Asplund, 2008), but also consider every child as a natural and unique being (Montessori, 1998). As a consequence, society's demands cannot be conceived separately, as a connection between them is apparent. Black and Wiliam (2009) added that the teacher is responsible for designing and implementing an effective learning environment, and the learner is responsible for the learning within that environment. Taking this into account, more evidence is presented with the connection of families' demands, as the environment and education offered are intertwined. In Montessori schools, teachers and the environment allow freedom to choose a material to work with. However, there are norms and limits that are clear in the environment: children are allowed to work with any material that the teacher has presented previously through a demonstration (Montessori, 1998). In this case, adult training is centered in offering a quality observation (Montessori, 2006) to detect children's level of development and later, to promote individual activities to provide opportunities for the child to explore and learn (İslamoğlu, 2017) and to achieve their own potential. These strategies assume the need for high-quality child care centers (Totenhagen et al., 2016) as children are observed and treated as individuals.
This places demands on the teacher. Firstly, the teacher must have general knowledge about child development and about every particular child in her/his class. Also, the teacher needs to have the ability to observe and listen to the children (Montessori, 1998;Pramling & Asplund, 2008), to show respect for every child and all their experiences, knowledge and competences. As children are actively involved, the teacher's attention is focused on what she/he can learn about the student's thinking from their response (Black & Wiliam, 2009). A constant observation (Montessori, 1998) is needed to understand a child's needs and development, and to avoid interpreting what is seen in the first instance. To assume and respect every child, the classroom cannot be given in the same way to all children, this is why Montessori (1998) offers a differentiated instruction that can naturally support different levels of executive functions (Lillard et al., 2017). At the same time, teacher training is organized specifically to develop a range of abilities to guide the development of the child in every specific age as demonstrated by Thompson and Nelson (2001) and Knudsen et al. (2006) with its life cycles or sensitive periods to acquire specific skills. There are some organizations that offer this training but we will focus on Association Montessori Internationale (AMI), which requires a high standard for entering in the program to become a Montessori teacher. This course involves nine months of lectures and practice training, creating several albums that include specific notes of Montessori curriculum, and a final examination (Lillard et al., 2017) focused just in the Montessori system. Arnett (1989) showed that caregivers with specialized training in early childhood education showed a higher frequency of positive social interaction with children. At the same time, as adults are models of children, the way they act, in grace and courtesy, is absorbed by the observant child.
Moreover, Montessori teachers break with the traditional method of having a teacher who is giving a master class, as they believe that internal guides propel children toward activities that benefit their own development (Montessori, 1998). Teachers need to develop guided participation (Kirk & Jay, 2018), a way of considering interpersonal interactions and arrangements due to examine all the processes and contribute to children's development, like social knowledge and emotional understandings (Kirk & Jay, 2018). Moreover, Post-Vygotskian researches develop the idea of scaffolding to capture the assistance children received from adult instructors and their peers in reaching new developmental goals (Wood, Bruner & Ross, 1976). In this case, we cannot fall into being teacher regulated, an idea that comes when adults constantly regulate children. It is necessary to create teacher-child relationships sustained by shared thinking (Kirk & Jay, 2018) and to engage child-guided activity to provide a connection between the environment and relationships. For this reason, training matters as caregivers get knowledge and practices to promote all of these experiences. Arnett (1989) International Journal of Research in Education and Science (IJRES) 157 proved that training is related to the attitudes and behaviours of caregivers and she added that teachers with longer periods of training had a variety of responses in early childhood situations, consequently, they were less authoritarian and interacted more positively with children.
Considering this study, educational policies should pose higher standards in teacher training as the highest rates of return on educational investments in human capital appear to be through preschool programs (Heckman, 2006) and this is why our forces need to be focused in creating these quality practices. Even though, there exist a wide range of pedagogies, where all -or several -principles respect this teacher training and a prepared environment for the child, Montessori principles assume the aim of this theoretical debate and presupposes a meaningful education related to children's needs and interests and providing the elements for every child to achieve their inner potential in every aspect of their development and offering right solutions for societal demands.

Conclusions
Evidence has shown that there is increasing awareness in the first six years of life as children absorb everything in their environment and form their neuronal mass. For this reason, early childhood investigations have centered all their efforts to prove which practices have long-term benefits in preschool programs. This theoretical paper analyzed societal demands when looking for an early childhood center and evidence shows that institutions regulated under the Montessori Pedagogy could meet families' demands, as they match with the principles of respecting children's rights and developmental rhythms through meaningful and inclusive educational practices.
A prepared environment and teacher training are the two interrelated aspects that provide positive child care experiences and must be conceived as being integral due to the mutual dependency of each element.
When children are in a prepared environment that stimulates them, they can develop their abilities with no barriers and this means that higher goals can be achieved. For this reason, a Montessori education provides complete child development, integrating cognitive and social growth for a healthy independent functioning (Lillard et al., 2017;Montessori, 1998), guiding every child differently as they cannot be taught in a universal way. At the same time, the teacher plays the role of linking the environment and the materials with the child in an atmosphere of productive calm (Edwards, 2002). The teacher's goal is to encourage children, allowing them to gain confidence to take part in society, for this reason children participate in practical life activities, which help them to take care of themselves and their environment thanks to domestic activities (Bone, 2017). As both the environment and the adult play an essential role when they interact with children, educational policies should have higher standards to prepare future teachers as they are working with the most vulnerable people of our society. There is still no evidence, whether learning multiple theories or a single one creates better teachers, but as research has shown, teacher-training has a positive impact on teachers as they reflect and acquire a broader set of knowledge.
In debate we focused on Montessori principles as they give a clear response to all three societal demands when considering child care centers. However, as with any other pedagogical approach, Montessori can be implemented in several ways because humans create and remodel practices to be adapted to recent times. There is little known about how the fidelity of a pedagogy implementation affects long term benefits, especially when the existence of Montessori schools is such a reduced number in comparison to traditional schools, at least in Spain. Research in the area of early childhood institutions is moving in the direction of a more focused analysis of the dimensions of quality whose principles determine children's experiences in day care (Arnett, 1989).
Further research should be conducted on training programs for caregivers and its long-term effects in educational practices, as adults are responsible for children's environments. In addition, which basis should consider any school environment to attend children rights and developmental rhythms should be analysed as in early childhood education the basis of our future is set.


WHAT’S IN A MESSAGE? ANALYSIS OF ANNUAL GRADUATION MESSAGES IN THE PHILIPPINES

What common themes may be derived from annual graduation messages? This inquiry generally informed this study as annual graduation messages issued by the Philippine Department of Education (DepEd) Secretary are analysed. This paper hopes to contribute to a research-based, logical, and relevant crafting of graduation messages in the future. This paper recognizes the impact of each graduation message as it serves as a venue in capturing what DepEd attempts to relay to its stakeholders, particularly student graduates in the context of this paper. This study is anchored on J. L. Austin’s Speech Act Theory which claims that “language goes beyond saying but doing things” (Anderson, 2018). Words and utterances serve more than just communication elements as messages but also to convey “propositional truths and assertions”. This study employed qualitative method through content analysis using data available online. This study utilized summative content analysis following content or guide words (key words) which eventually led to the reading and understanding of essential and applicable setting. Graduation messages annually issued by DepEd are posted and accessible through online resources. Graduation messages issued from 2010-2019 were utilized in this study. Careful analysis of data revealed the following clustered themes: quality education as the key to transformation, education at the core of life’s challenges, Filipino learners transforming the future, stakeholders and learners towards a better education, and K-12 curriculum as the vehicle for success. It was concluded that through annual graduation messages, recognition has been given to stakeholders who play crucial roles in the education system and advocate its success. Also, social, cultural, and curricular aspects have also shaped how each graduation message is crafted and relayed to stakeholders.

planned in such a way that these reflect the fruits of labour in forms of studying, taking examinations, submitting class requirements, and writing researches. Challenges are faced by students, however, as graduation rates increase, students also struggle at the required competencies (Bromberg and Theokas, 2016).
Various practices around the world are being observed to mark the end of an academic journey. While a simple and solemn event could capture the meaning and value of graduation ceremonies, grand and extravagant exercises are also observed by some. Graduation may come in various forms and celebration. Fjaer, Pedersen, & Sandberg (2016) even did an inquiry on Norwegian high school graduation celebration parties. Lomsky -Feder (2012) looked as Israeli graduation ceremonies are rooted from "competing intergenerational models of the social order." Charmatz (2017) refers to graduation as a celebration for students, family, and friends.
Students consider graduation as a starting point to either higher level or learning or even employment. Each ceremony is filled with remarkable events as official announcement of graduation is declared. Graduates are presented in academic gowns (Muir & Palmer, 2019) and are individually called on stage to personally receive their certificates. Teachers are also present in the graduation ceremonies as one of the forerunners of pedagogical approaches in the quest for academic achievement. A study by Robinson, et al. (2017) argued that instituted mechanisms impact high school graduation and dropout. Advocating learning experiences and hands-on competencies result into "a more collective career-related experience and employability skills" (Garcia -Aracil, Monteiro, & Almeida, 2018). Parents take part in graduation ceremonies as witnesses and partners in recognition of their contribution. Other stakeholders, school officials, and community leaders are also invited in the ceremonies which highlight the positive outcomes of school-community partnerships and multi-stakeholder engagement. Various governmental programs are launched, such as conditional transfers, livelihood training, and others, aim at "graduating people out of poverty" (Roelen, 2020).
To extend congratulatory remarks, varied strategies are employed such as gift-giving, congratulatory remarks, and any other means of celebrating success. To put graduation triumph and challenges into words, numerous graduation messages are written and prepared. These messages come in various forms, either written in the invitation or read during the actual ceremonies. Rohmaniyah and Woodward (2012) looked at the connection of graduation ceremonies and the systems associated to it and how these shape one's personal and civil character. Congratulatory addresses highlight the recognition of stakeholders' efforts in the light of students' success. These messages look at the past years of struggles and hardships along with a futuristic view of what awaits the graduates in the future.
While preparation and delivery of graduation messages may seem to be a formality gesture, its content and impact cannot be undermined. It captures how the sender puts insights into words, given the nature of education experiences the students went through over the past years.
It also serves as a challenge to stakeholders who earnestly work hand in hand to help students reach academic success. Lastly, it provides direction and meaning relative to identified annual theme of the graduation.
In the Philippines, graduation messages are annually prepared by the Secretary of the DepEd for the graduates of public and private basic education curriculum. These annual addresses consist of an average of 300-350 words, which are then relayed to schools all over the country.
While there is only one graduation message issued by DepEd per year, education and community leaders also sometimes send their graduation messages. The governor of the province, lawmakers, city mayor, schools district supervisor, and others may also prepare their own address for the graduates who belong to their jurisdiction. These messages may come in form of greetings, challenge to the graduates or invitation to transform the society while banking on what has been learned by the students.
What common themes may be derived from annual graduation messages? This inquiry generally informed this study as annual graduation messages issued by the Philippine Department of Education (DepEd) Secretary are analysed. This paper is an attempt to analyse annual graduation messages with the hope that this would contribute to a research-based, logical, and relevant crafting of graduation messages in the future. The researchers attempted to look at the content of each graduation message as a result of qualitative analysis. The gist of the message serves as inputs in identifying themes of annual graduation message.
This study is anchored on J. L. Austin's Speech Act Theory which claims that "language goes beyond saying but doing things" (Anderson, 2018). Words and utterances serve more than just communication elements as messages but also to convey "propositional truths and assertions".
While a typical annual graduation message contains more or less 300 words, it actually tries to convey more than what limited sentences and paragraphs would attempt to relay. Using Speech Act Theory as spring board of discussion for analysing graduation messages provides avenues for identifying how DepEd projects the image of the institution in relation to education stakeholders.
Moreover, these also send out strong message to students and parents in the midst of graduation celebration: what happens next, what the ceremonies mean, and how the past impacts future endeavour positively. This paper recognizes the impact of each graduation message as it serves as a venue in capturing what DepEd attempts to relay to its stakeholders, particularly student graduates in the context of this paper. This study places its significance in reporting findings of analysis of annual graduation messages. While these messages are typically seen to be just a part of a formal academic exercise, its impact should be recognized and given emphasis. Through this study, the researchers hope to contribute to the level of education discourses and practices. It is also of equal importance to note how the results of the study could serve as inputs in crafting future graduation messages in terms of focus, approaches, and styles.

B. LITERATURE REVIEW
Majority of studies conducted related to school graduation pertains to success rate and interventions. Research experts have explored contributing factors that lead to increased graduation rates. Sublett and Rumberger (2018) in a policy study opined that "inaccurate and incomplete" reporting of graduation data puts efforts of improving graduation data into question. Also, the "one-size-fits-all" strategy for school effectiveness was also scrutinized. Wills, et al. (2017) have recognized how Career Technical Education relates to "higher graduation outcomes, controlling for academic, behavioural and demographic factors" which eventually impact graduation. It has also been hypothesized that "maltreated youth's connectedness" create a positive bearing on graduation (Lemkin, et al., 2018). It could be gleaned from these attempts that strategies leading to graduation success are varied and outcomes of these efforts are deemed unpredictable, if not unexpected.
Graduation as a milestone and what comes after this timeline has been explored by numerous authors. Arcidiacono, et al. (2016) concluded that those students who belong to minority groups in the areas of science, technology, and mathematics "took longer to graduate." Students' involvement in undergraduate research has also been instrumental in successfully earning a degree (Rodenbusch, et al., 2016). It appears that the focus of researches focusing on graduation generally revolves around successful conferment of academic degree or related factors that hinder the achievement of it. These factors, when taken into serious consideration, would definitely create an effect on "student success" (Millea, et al., 2018). In the basic education sector, Ibrahim (2020) advocated that the number of teachers handling classes be increased since this was found out to have an "effect on early childhood development and education graduate rate." Bahak, et al, (2017) evaluated Indonesia's Graduate Competency in Elementary School and found out that there is a serious need for stakeholders to "understand the essence of learning mastery and its correlation with standards" as these impact students' academic achievement and teachers' performance in the classroom. Similarly, "community violence" has been identified to be a social element of students' unfavourable academic performance (Bergen-Cico, et al., 2018). It is also interesting how Hughes, et al. (2018) noted that academic retention in the early grades contributes to greater possibilities of dropping out of school before graduation.

C. METHOD
This study employed qualitative method through content analysis using data available online.
As a generally utilized approach, interpretation of meaning according to identified contexts of available data has been carefully executed. To be specific, this study involved summative content analysis following content or guide words (key words) which eventually led to the reading and understanding of essential and applicable setting. Graduation messages annually issued by the DepEd Secretary are posted and accessible through online resources. These were then downloaded by the researchers and filed in a database for extensive reading and analysis.
Graduation messages issued from 2010-2019 were utilized in this study. These were relayed by the DepEd to stakeholders in different levels of the basic education sector. The researchers believed that the period is sufficient enough to capture the essence of graduation messages and provide substantial data in the light of identified objectives of the study. While messages are available in English and Filipino, messages written in English were purposively chosen for the purpose of consistency and analysis.
After downloading each message, the researchers analysed the document vis-a-vis themes relayed which were then compared with other graduation addresses. The results of the initial analysis were then clustered into themes to draw inputs.
Since the study purely employed documentary data, no potential ethical risks to humans were encountered. The study posed no harm to humans. Ethical treatment of documentary data was observed by the researchers and analysis was conducted with outmost objectivity and fairness.
Each graduation message was scrutinized only for the sole purpose of addressing established research inquiry of the research.

D. RESULTS AND DISCUSSION
This section presents the results of the researchers' thorough analysis of data gathered.
Annual graduation messages are initially analysed vis-a-vis the graduation theme. The first part of the discussion focuses on each academic year's gist of graduation messages. The second part presents clustered themes generated from the first analysis.
In 2010, the graduation message revolved around the theme "Education: Changing Lives." Education is highlighted as the solution in facing life's challenges and in empowering the every

Quality Education as the Key To Transformation
Different changes occur to every human each day. It is an essential part of every human experience in order to attain growth. Changes comes in different form, but more importantly it always come from the same person within. The

"Indeed, your education is the solution to the need to address your concerns as an individual as it is the solution to our problems as a society and as one nation." -Jesli A. Lapus, 2010 Message to Graduates
In the attainment of the positive changes, it will always come from the person themselves and these changes affect everything with the help of education. Having an education puts a person in secured place and future and a key to resolve the mediocrity. Thus, the nation will rise, depending on how a person accepts the changes.
Change is the same highlight in the 2015 message, with greater emphasis to the new curriculum; where in the K to 12 Basic Education Program is regarded as transporting vehicle of knowledge to the learners and for national development.

"For us in the schools, may this theme guide us all as we go forth and realize our mission to provide Filipino learners a quality education that will empower them to attain their life goals."-Armin Luistro, 2015 Message to Graduates
Quality education is equated with better opportunity as it builds a great foundation towards a strong nation through the developed and harnessed skills and competencies drawn from the curriculum.

Education at the Core of Life's Challenges
It was in the school year 2013-2014 when the major calamities such as typhoon Haiyan or locally known as "Yolanda" devastated the most part of the Visayan region, particularly Samar and Leyte provinces. 2014 was then marked as the year of great calamities that happened in the past 10 years. The message for graduation 2014 gave tribute to the resiliency of the Filipino as they awake from the devastating events and its triumphs as they conquered over the school year.
"For us in the schools, may this theme remind us of the energy that should continue to animate our institutions which in turn would help us give to each of our learners the best that they deserve." -Armin Luistro, 2014 Message to Graduates In the message, it was also stressed how education impacts the Filipino spirit in upholding great values in times of such occurrences, on towards overcoming the hardships and pains it brought to the lives of many people. It is in this light that Filipinos are one, in every challenge and triumphs they experience.

Filipino Learners Transforming the Future
It is always a typical belief that the youth will be the imminent leaders of one's nation as the generation will be the ones to take over the future. Good leaders need a good and strong foundation to become the next promising leader. In 2011, DepEd Secretary Armin A. Luistro, in his message sees the graduates as partners towards transformational society, an answer to societal change and highlights making positive difference.
"..each of you is called to be more aware of the family you are in and the community where your family and school reside. Those are the worlds larger than your individual selves which you must consider as significant because they sustain your existence." -Armin Luistro, 2011 Message to Graduates More so, it encompasses how education makes a person more capable in building a positive difference towards the betterment of the nation, in attaining great opportunities, and in making a transformational change. In effect, its ideal form creates valuable and positive change in the followers with the end goal of developing the learners into leaders. Thus, it is imperative to uphold every learner as hope of the future.
Consequently, K-12 Basic Education Program was given emphasis in the 2016 graduation message. It says that its implementation transforms learners to attain local and national development. It arms the learners to develop and harnesses the skills and competencies as it transpires to attain a holistic development of the Filipino youth that will lead to human and community development.
The message in year 2018 sees changes brought by the K-12 education curriculum to the learners. With the emphasis on the 4 core values of DepEd, these taught the Filipino learners to uphold and strengthened them as they face life challenges and global competitiveness. Briones further mentioned, "Whatever path you will pursue after this momentous occasion, may you continue to uphold the core values of your alma mater and DepEd -Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa (for God, people, nature, and country). Bear in mind that while education is your right, it also bestows upon you a greater responsibility to contribute to the betterment of our society." Briones hoped that Filipino learners in the K-12 were equipped with the 21st century skills and lifelong competencies through the quality education it brought, that is accessible, relevant, and liberating for all.

The Stakeholders and Learners Towards A Better Education
The gift of learning is universal which covers every stakeholder in the education sector form, and it is limitless to what their status in life. In the 2013 graduation message, this gift of learning greatly upholds the cultivated values, knowledge and skills earned through education. The hardship and the adversity of life experiences strongly build and empower a nation. As Luistro mentioned, "The integrity we bring into our homes and classrooms become the foundation of our own future. The justice, peace and prosperity we yearn for strongly depend on the truth and faithfulness we invest today." The role of the stakeholders and learners were highlighted as well in the year 2017 message along with their efforts and sacrifices, in attaining the shared vision of quality, accessible, timely, and liberating basic education for all. It pays tribute to their significant promotion of unity and togetherness in education that result to a more relevant and peaceful education access.
"Your mentors are confident that you will continue living up to become citizens of character and lofty ideals, and whose critical thinking and competency will take the country to path of global competitiveness and recognition."-Leonor Briones, 2017 Message to Graduates It is in the hope that Filipino learners, through a better and unifying education, will grow to become good and a strong citizens to the nation.

The K-12 Curriculum as the Vehicle for Success
The K-12 law emanates a rigorous change in the landscape of the Philippine education system. It created an emblem of hope and progress to pattern in the international globalization and in the attainment of the 21st century skills among the Filipino learners. The changes made in the curriculum and the education system brought drastic reactions, which is an essential part of undergoing transformations.
As the K-12 law was passed in the year 2013, the graduation message pointed out the rigorous educational transition and changes in the curriculum where the piloting of the new curriculum, K-12 Basic Education Program, is yet to succeed. The changes entirely see welfare for every learner in the development of the society and in threading to the world's great opportunities.
In the message, learners under the K-12 curriculum are viewed as the generation who will build a more progressive future for the nation.
"The K to 12 Basic Education program is a massive upgrade of lessons, subjects and methods to ensure we are honing your gifts to maximize your potential. You are at the heart of this upgrade. In helping you grow to be the persons you are meant to be, we are helping build the nation's future." -Armin Luistro, 2013 Message to Graduates In 2019, DepEd Secretary Leonor Briones mentioned in her message that the quality education is adhered to all and that the K-12 program is one in achieving a holistically developed learners and society where people embrace the challenge and benefits of the nation's diverse roots, culture, and traditions and being united in achieving a better nation.
"Rest assured that through the K to 12 Basic Education Program, DepEd shall strive to hone our future leaders and nation-builders in a society that embraces diversity and all its challenges and advantages. I am positive that whatever path they wish to pursue hereafter, our graduates and completers will continuously enrich what makes up the Filipino soul-our culture, talent, history, and capacity to survive." Leonor Briones, 2019 Message to Graduates Clustered themes reveal relevant issues discussed in the annual graduation messages. Each message recognizes the contribution of agents involved the education process: from students, teachers, parents, and other stakeholders. Social, cultural, and curricular aspects have also been identified as significant drivers that shape the education landscape in the Philippines.

E. CONCLUSION
Analysis of graduation messages issued by the DepEd presents a narrative worthy of inquiry and investigation. Results of the study serve as significant inputs to theorizing education practices and practicing education theories.
In the light of the established research inquiries, the following conclusions are offered. These concluding statements are informed by analysis and thorough scrutiny of the data.
Annual graduation messages beyond words. With the following clustered themes: quality education as the key to transformation, education at the core of life's challenges, Filipino learners transforming the future, stakeholders and learners towards a better education, and K-12 curriculum as the vehicle for success, it could be noted that graduation messages have captured essential elements of the education system.
Stakeholders as frontrunners of academic success. Recognition has been given to stakeholders who play crucial roles in the education system and advocate its success. Also, social, cultural, and curricular aspects have also shaped how each graduation message is crafted and relayed to stakeholders.
Challenges, disaster, and hardships leading to graduation success. It is worthy to note how graduation messages made mention of natural and man-made catastrophes faced by the Filipino people.
These events are seen as pressing incidents that shape the current education landscape in the country.
With the abovementioned conclusions, the study is also bounded by research limitations.
The study only covered ten years of annual graduation messages. It is suggested that future researches involve a larger reach for depth and width. This will provide a more inclusive perspective, particularly in terms of temporal element. Also, it only reported messages issued by the DepEd. In the future, graduation messages issued by various offices and stakeholders could also provide meaningful analysis and inputs as looking at their messages would be noteworthy to consider.


Evaluating Students Attitude and their Academic Performance on Social Media: A Cross-Sectional Study

Information and Communication technology has played a vital role in various aspects of our life. In our present study, we focus on the impact of ICT in communication, education and learning. ICT ushers with both negative and positive impacts on the life of humans. It influences students’ knowledge, attitude and skill. ICT promotes a learning environment, among teachers and students, by providing virtual space and experience, mediated through technology. Smart classroom induces interest, elicits students’ attention, elevates their understanding capacity, grasping skills and memory, with the help of multimedia teaching aids. It brings focus to the topic. In this fast-moving technology mediated world, usage of mobile phones and social media has become inexorable. The global phenomenon — anytime, anywhere learning — is made possible because of the ubiquity of smartphones. With traditional classroom learning on one side, social media platforms, on the other side, are providing virtual spaces for unconventional and collaborative learning. Students choose such technologies as supportive alternatives for their academic-intended communication with teachers and peers. Through this study, the researchers aim to measure the attitude of college students towards social media and the related influence on their academic performance, with reference to Coimbatore region. A survey was conducted among 507 college students from Coimbatore, chosen through a multistage stratified random sampling technique. The demographic variables — including age, gender and educational qualification and the dependent variables — included Academic performance, Time spent on social media per day, Time spent on social media during weekdays, Time spent on social media during weekends. Further result states that there is sizeable relationship between the employed social media attitude variables and the academic performance of the students, and no relationship with the time spent on social media. However, it was found that among social media attitudes, addictiveness and communication are the best predictors of academic performance. constitute

INTRODUCTION AND REVIEW OF LITERATURE :
Based on the internet and mobile association of India (IAMAI) report, 119 million urban internet users in India regularly use social media platforms i.e. approximately 66% of 180 million users. Primarily they access online media to maintain their -Facebook profile, twitter posts, Instagram post, etc., -stable virtual presence. Out of all social media users, largest demographic of active social media users are college students, whereas non-working and working women constitute of 11% and 7% of social media users. Describes ICT has developed the learning process International Journal of Management, Technology, and Social Sciences (IJMTS), ISSN: 2581-6012, Vol. 5, No. 1, April 2020.

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as it has made it cheaper, faster, accessibility which was not possible before. The collaborative learning atmosphere provided by ICT produces better results. The advancement and omnipresence of technology support and assists to make universal pedagogy [1]. Findings provide insight about the academics who use social media in the sophisticated and proposed action through which they have gained experience and benefits [2]. The benefits not only denote the establishment of connective and sharing of experience within the university but also with other universities, and other educational institutions through which we can develop and enhance research works. States that the onslaught of new media technology, the rapid growth of the Internet and the emergence of the World Wide Web (WWW) have remarkable changes in the field of education [3]. Apart from formal learning, students have ample opportunities to acquire knowledge and to learn from social media. States the merits of the e-learning process-it enhances the quality of education, improves the interactive teaching and knowledge acquisition process [4]. This study mentioned that the emergence of computers has paved the way for instant scoring and instant feedback which helps students to score well [5]. Illustrated that the subtitles used in the virtual learning videos are distracting the learners and it also reduces or hinders the learners listening ability [6]. On the contrary, subtitle helps the listeners to improve their language proficiency and it also increases their vocabulary. States that evaluation of the academic performance of students in higher education primarily involves a complex interrelationship between the students' accreditation and the educational environment [7]. The result suggested that motivation and study time are the non-ability variable that significantly affects the academic performance of college students [8]. Contradicting the popular credence, academic performance of students is not directly influenced by the amount of time they spend on studying. States that have implementation intention of students has a positive effect on their goal attainment [9]. Study states that the achievement relates context has three common properties like-locus, stability and controllability [10]. Researchers mentioned that inadequate study skills, poor management of time, their internal and external motivation are some of the aspects of students' underachievement in studies [11]. Findings provide evidence that cognitive, volitional and motivational strategies are used by the students to regulate their effort and hard work to improve their academic performance [11]. Students' motivational regulations were positively related to their use of some cognitive strategies, goal orientation and academic performance. It is disclosed that the time management skills of students and the amount of their study time are constructively associated with their GPA [12]. The results suggest that the academic performance of college students increases substantially with increased study time. Researchers mentioned that perceptions of the students about the classroom structures are much more important for their motivation and confidence [13]. It was also supported by the students' perception of current classwork as an instrument for their success in the future. The study states that students' academic performance was measured through students' self-efficacy, test anxiety, intrinsic value, self-regulation and the variety of learning strategies they use [14]. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Out of all the factors, the performance was analysed better based on the outcome measure, self-efficacy, self-regulation and test anxiety. Study mentioned that students prefer social media as a vital key for three purposes mainly [15]. They are named for sharing and retrieval of information (educational purpose), coordinating the group work (management skills), and to clarify the doubts. They also use social media to maintain their Facebook, Twitter, YouTube account and to constantly update their status. Findings state that student's development of social media websites, for the freshers who were about the join the college, would give them a virtual experience of the college atmosphere, and it gives them the confidence to cope with the college environment [16]. It helps in increasing International Journal of Management, Technology, and Social Sciences (IJMTS), ISSN: 2581-6012, Vol. 5, No. 1, April 2020.

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the students' perception about the social support that extension the college campus. It illustrates that students who are pursuing higher education perceive email as an important tool through which they can clarify doubts, share and exchange information and updates about their studies [17] [20]. The long-distance communication aspect of social media breaks the geographical barrier and helps students to get feedback and negotiation through which they can improve their studies or dissertation. Findings indicate that when social media were used as an additional teaching aid, the majority of the students showed strong feelings towards social connectedness and also expressed favourable and positive when concerned with their learning experiences in the classroom environment [18] [19][20][21]. The study states that faculty members recognise that informal learning inhibited through social media could be assisted by faculty members [16]. Integrating social media into formal learning could, in turn, enrich discussion among students and also gives broad connections.

OBJECTIVES OF THE STUDY :
This study aims to identify and analyse the social media usage level, the attitude of college students towards social media and the academic performance of students among a cross-section of the college students in Coimbatore, Tamil Nadu, India.

RESEARCH QUESTIONS :
Through a multistage stratified random sampling method, 507 college students were chosen for this study. Keeping   A bivariate correlation test was run to determine the relationship between the factors influencing Students' Attitude towards Social Media-Accessibility, Addictiveness, Exposure, Communication-Academic Performance and Time spent on social media per day, Time spent on social media during weekdays and Time spent on social media during weekends. There is a strong positive correlation between them, which was statistically significant (N=507, p<0.05). Results revealed a strong, positive and statistically-significant correlation between accessibility and addictiveness (r = 0.249, n = 247, p <0.05), accessibility and exposure (r = 0.270, n = 247, p <0.05), accessibility and time spent on social media per day (r =-0.171, n = 247, p <0.05), accessibility and time spent on social media during weekends (r =-0.106, n = 247, p <0.05). But there was no statistically positive, significant correlation between accessibility and communication (r = 0.011, n = 247, p <0.05), accessibility and academic performance (r = 0.073, n = 247, p <0.05), accessibility and time spent on social media during weekdays (r =-0.079, n = 247, p <0.05). It can be inferred that persons who have accessibility towards social media also have addictiveness and exposure towards social media, and accessibility also has effects in the amount of spent on social media per day and the amount of time spent during weekends. However, there is no statistically significant correlation between accessibility, communication, academic performance and the amount of time spent on social media during weekdays. Results revealed that there was a strong, positive and significant statistical correlation between addictiveness and exposure (r = 0.135, n = 247, p <0.05), addictiveness and academic performance (r = 0.169, n = 247, p <0.05). But there was no positive, statistically significant correlation between addictiveness and communication (r =-0.080, n = 247, p <0.05), addictiveness and time spent on social media per day (r =-0.057, n = 247, p <0.05), addictiveness towards time spent on social media during weekdays (r =-0.059, n = 247, p <0.05), addictiveness and time spent on social media during weekends (r =-0.043, n = 247, p <0.05). It can be inferred that persons who have addictiveness towards social media also have exposure towards social media and effects in academic performance. However, there is no statistically significant correlation between addictiveness towards social media, communication process, the amount of time spent on social media per day, the amount of time spent on social media during weekdays and weekends.

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social media during weekdays (r =-0.018, n = 247, p <0.05), exposure and the time spent on social media during weekends (r =-0.030, n = 247, p <0.05). It can be inferred that persons who have exposure to social media also have effects on the communication process and academic performance. However, there is no statistically significant correlation between exposure and the amount of time spent on social media per day, weekdays and weekends. Results revealed that there was a strong, positive and significant statistical correlation between communication through social media and academic performance (r = 0.231, n = 247, p <0.05). But there was no positive, significant statistical correlation between communication and the time spent on social media per day (r = 0.001, n = 247, p <0.05), communication and the time spent on social media during weekdays (r = 0.030, n = 247, p <0.05), communication and the time spent on social media during weekends (r = -0.005, n = 247, p <0.05). It can be inferred that persons who communicate through social media have effects on their academic performance. However, there is no statistically significant correlation between communication and the amount of time spent on social media per day, on weekdays and weekends. Results revealed that there was a strong, positive and significant statistical correlation between academic performance though time spent on social media per day (r =-0.089, n = 247, p <0.05). But there was no positive, statistically significant correlation between academic performance and the time spent on social media during weekdays (r =-0.010, n = 247, p <0.05), academic performance and the time spent on social media during weekends (r = 0.034, n = 247, p <0.05). It can be inferred that person's academic performance has effects due to the amount on time spent of social media per day. However, there is no statistically significant correlation between academic performance and the amount of time spent in social media during weekdays and weekends. Results revealed that there was a strong, positive and significant statistical correlation between time spent on social media per day and during weekdays (r = 0.592, n = 247, p <0.05), time spent on social media per day and during weekends (r = 0.533, n = 247, p <0.05). It can be inferred that persons who spent more time on social media per day also tend to spend more time in using social media during weekdays and weekends. Results revealed that there was a strong, positive and significant statistical correlation between time spent on social media during weekdays and weekends (r = 0.568, n = 247, p <0.05). It can be inferred that persons who spent more time on social media during weekdays also spend more time on social media during weekends.

REGRESSION ANALYSIS :
Academic performance of the college students is based on the attitude towards social media and the time spent on it. Students' academic performances were recorded with the statement and options: "to a great extent", "somewhat", "very little", "not at all". These ordered responses were the categories of the dependent variable, academic performance. The students were asked to respond to a number of questions to measure their attitude towards social media (Addictiveness, Accessibility, Exposure, Communication) and time spent on social media. These variables were taken as the mediating variable. To answer research question 2, the present study performed the techniques reported by Baron and Kenny (1986) to identify the mediating variables. Social media attitude and usage mediate the relationship between demographic variables and academic performance. To test this kind of relationship, Baron and Kenny recommended three disparate regression equations to be estimated. Firstly, it must be made sure that demographic variables (gender, age, education) have an effect on social media attitude. Secondly, the demographics must be exposed to influence academic performance. Thirdly, social media attitude has to be shown to concern on academic performance. Further, by adding social media usage in the final equation, the prior significant relationship will weaken or disappear between demographic and academic performance.    ) were not a significant predictor of academic performance.

DISCUSSION :
ICT has boosted the learning process by making it cheaper, faster and easily accessible which International Journal of Management, Technology, and Social Sciences (IJMTS), ISSN: 2581-6012, Vol. 5, No. 1, April 2020.

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were not possible before. The collaborative learning atmosphere provided by ICT produces a better result. Researchers come with the notion that motivation and study time is the non-ability variables that significantly affect the academic performance of college students [8]. Contradicting the popular credence, academic performance is not directly influenced by the amount of time spent studying. The present study also indicates that in terms of the relationship between academic performance and social networking attitude it is predicated that when there is accessibility there is more addictiveness and exposure to social media attitude every day but it is not used for academic activities whereas only for other activities. Study mentioned that students prefer social media as a vital key for three purposes mainly [15] [20]. They are, for sharing and retrieval of information (educational purpose), coordinating the group work (management skills), and to clarify doubts. But this study proves that academic activities and official communication are being affected because of the usage of social networking at a higher level on all days for various other activities rather than academic purpose. Findings indicate that when social media were used as an additional teaching aid, the majority of the students showed strong feelings towards social connectedness and also expressed favourable and positive response when concerned with their learning experiences in the classroom environment [18] [19] [20] [21].

CONCLUSION :
Here the results of regression indicate that the respondents feel that they use social networking for having official communications and to have more exposure towards academic activities. Out of these four factors (Social media attitude, addictiveness, acceptability, and communication), only communication and addictiveness are the best predictors of academic performance. The other two factors such as exposure and the time spent do not have much influence on academic performance.

Note:
The project on which the present report is funded by the Indian Council of Social Science Research. However, the responsibility for the facts stated, opinions expressed, and conclusions reached is entirely that of the project director/author and not of the Indian Council of Social Science Research.