SCHOOL READINESS AMONG KINDERGARTEN LEARNERS: BASIS FOR POLICY RECOMMENDATION

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Authors

  • FROSELIN P. DOCTOR Teacher III Department of Education, MAEd Southern Capital Colleges, Philippines
  • DENMARK MACALISANG Department of Education, Southern Capital Colleges, Philippines https://orcid.org/0000-0001-6848-1961
https://doi.org/10.55559/sjahss.v3i2.219

Keywords:

School readiness, kindergarten learners, domains of development

Abstract

The ability, knowledge, and mindset that learners need for both academic performance and future learning and life experiences are known as school readiness. To be prepared for school, learners must have developed their physical, cognitive, social, and emotional skills. This descriptive-correlational study was conducted to assess the level of school readiness of the 227 randomly chosen kindergarten learners from 30 public schools in Tudela District, Division of Misamis Occidental. A total of 227 samples were obtained using the sample size calculator to collect data from the respondents using the Early Childhood Care and Development (ECCD) Checklist Record. Results revealed that the Self-Help Domain had the highest level of preparedness, while the Receptive Language and Expressive Language Domains had the lowest. Assessment results described that kindergarten as having “overall average development” described as ready to start Grade 1. Thus, the study suggests providing additional support for language development; fostering continued independence; monitoring and tracking progress; and using evidence-based interventions.

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References

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Published on: 11-02-2024

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How to Cite

DOCTOR, F., & MACALISANG, D. (2024). SCHOOL READINESS AMONG KINDERGARTEN LEARNERS: BASIS FOR POLICY RECOMMENDATION. Sprin Journal of Arts, Humanities and Social Sciences, 3(2), 26–34. https://doi.org/10.55559/sjahss.v3i2.219

Issue

Vol. 3 No. 2 (2024): Volume 03 Issue 02, Feb 2024

Section

Research Article

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Copyright (c) 2024 FROSELIN P. DOCTOR, DENMARK MACALISANG

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