2 Dagan

UNIVERSITY OF CAGAYAN VALLEY
GRADUATE SCHOOL
EARLY CHILDHOOD CARE AND DEVELOPMENT AS TO ACADEMIC

PERFORMANCE OF GRADE 1 PUPILS (title can be improved)
_______________
A Thesis
Presented to
The Faculty of the Graduate School
University of Cagayan Valley
Tuguegarao City
_______________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision
_______________
By
ROCHELLE ARELLANO DAGAN

UNIVERSITY OF CAGAYAN VALLEY 2
GRADUATE SCHOOL
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Early Childhood Care and Development (ECCD) is
used to describe a type of educational program that
serves children in their Pre-school years. It does not
only introduce kids to schooling but also their
parents. It is a time of remarkable, physical,
cognitive, social and emotional development. It is the
formal teaching and care of young children.
Kindergarten is the transition period from
informal to formal literacy considering that at the age
of five every child is within the critical years in
wherein positive experiences must be nurtured to
ascertain school readiness. This is also a stage of
change, challenge and opportunity. With the increasing
focus on school readiness, many kindergarten classrooms
unfortunately bow to pressure and begin to look more
like a primary classroom. Five and six-year-old
children make great intellect leaps by allowing them to
develop their personal responsibility, self-direction,
logical thinking, physical, social, emotional,
cognitive and language domains. Kindergarten can shape

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a child’s over-all outlook on and engagement in
lifelong learning.
Kindergarten Teachers conduct the Revised ECCD
Checklist twice within a school year—upon entry to
Kindergarten and towards the end of school year. The
checklist is divided into seven domains; Gross Motor,
Fine Motor, Self-Help, Receptive Language, Expressive
Language, Cognitive and Socio-Emotional. It aims to
help the Kindergarten Teachers in assessing the
progress of Kindergarten pupils, ensuring that all
lessons are being addressed to all developmental
domains of the children in the class. The checklist is
designed to describe the lessons taught addressing each
objective. It also serves as a monitoring tool to keep
track of the development status of the pupils.
One of the means to measure academic performance
is the final grades earned in every grading period. It
shows how well a student meets standards set out by the
department. Although education is not the only road to
success in this world, much effort is made to identify,
evaluate, track and encourage the progress of students
in schools. Parents are very particular about their
child’s academic performance because they believe that
good academic results will provide more career

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opportunities and job security in the future. The
monitoring of academic performance fulfills a number of
purposes. Areas of achievement and failure in a
students’ academic career had to be evaluated in order
to foster improvement and make full use of the learning
process.
Thus, the researcher conducted this study to find
out if the level of development of Kindergarten pupils
as revealed in the Early Childhood Care Development
Checklist can predict the Academic Performance of Grade
1 Pupils.
Conceptual Framework
This study conceptualizes that the level of
development of the Kindergarten pupils along the seven
developmental domains is directly related to their
academic performance in grade 1.
Kindergarten is the first stage of compulsory and
mandatory formal education. Kindergarten is vital to
the academic and technical development of the Filipino
Child for it is the period when the young mind’s
absorptive capacity for learning is at its sharpest.

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Kindergarten provides strong foundation they need
to be ready for Grade 1. All the skills and knowledge
they have acquired would serve as their foundation to
adapt in more challenging activities in school.
Children grow in an amazingly fast rate during
their Kindergarten years. Children go through major
developmental stages. These developmental milestones
are certain skills and tasks that a child can do at a
certain age range, classified into domains.
Thus, recognizing the need for the holistic
development of the child, the Early Childhood Care and
Development Checklist serves as a monitoring tool to
keep track of the developmental status of a child while
ensuring that he or she enjoys a care and nurturing
environment, thus assuring him or her of a secure
tomorrow. It is in this concept that this study was
anchored upon.
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INPUT PROCESS
OUTPUT
1. Profile of the 1. Assessing the profile

grade 1 pupils of of the respondents in
Alibago Elementary terms of:
School as to the 1.1. Age
following: 1.2. Gender
1.1. Age 1.3. Highest
1.2. Gender Educational
1.3. Highest Attainment of
Educational Parents
Attainment of 1.4. Occupation of
Parents Parents
1.4. Occupation of 2. Assessing level of
Parents development in terms of
2. The level of the following domains:
development in terms 2.1 Gross Motor
of the following 2.2 Fine Motor
domains: 2.3 Self-Help .
2.1 Gross Motor 2.4 Receptive Action plan to
2.2 Fine Motor 2.5 Expressive address the
2.3 Self-Help 2.6 Cognitive developmental
2.4 Receptive 2.7 Social-Emotional domains where the
2.5 Expressive 3. Assessing the Mean subjects slight and
2.6 Cognitive Academic Performance of significant delay
2.7 Social- Subjects for the first and learning areas
Emotional and second quarter as where the subjects
3. Mean Academic reflected in the strong and weak.
Performance of Teacher’s Grading Sheets
Subjects for the first in the following
and second quarter as Subjects for School Year
reflected in the 2017-2018:
Teacher’s Grading 3.1. Mother Tongue
Sheets in the 3.2. Mathematics
following Subjects for 3.3 Araling
School Year 2017-2018: Panlipunan
3.1. Mother Tongue 4. Assessing the
3.2. Mathematics developmental domains
3.3 Araling where the subjects have
Panlipunan slight and significant
4. Identifying the delay
developmental domains
where the subjects 5.Assessing the learning
have slight and areas where the subjects
significant delay. strong and weak.
5. Identifying the
learning areas where 6. Identifying the
the subjects strong developmental domains
and weak. where the subjects have
slight and significant
delay
7. Identifying the
learning areas where the
subjects strong and
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weak.
Figure1. The Research Paradigm showing the

relationships of the variables of the Study.
In view of the foregoing observations, the
paradigm shows the approach which was used in this
study.
The paradigm of the study made use of the systems
approach. The first frame is the input. The input of
the study includes the personal profile of the Grade 1
pupils of Alibago Elementary School such as age,
gender, highest educational attainment of parents and
occupation of parents. This frame includes the level of
development of the subjects in terms of the following
domains: Gross Motor, Fine Motor, Self-Help, Receptive
Language, Expressive Language, Cognitive and Socio-
Emotional Domains. It also includes their mean Academic
Performance for the First and Second quarters reflected
in the teachers’ grading sheets of S.Y. 2017-2018 in
Mother Tongue, Mathematics and Araling Panlipunan.
The second frame of the study is the Process. This
includes the assessment of the profile of the subjects
of Alibago Elementary School as to age, gender, highest
educational attainment of parents and occupation of

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parents, assessment of the level of development of the
subjects in terms of the following domains: Gross
Motor, Fine Motor, Self-Help, Receptive Language,
Expressive Language, Cognitive and Socio-Emotional
Domains. It also includes the assessment of the mean
academic performance of the subjects for the first and
second quarter as reflected in the teachers’ grading
sheets of School Year 2017-2018 in Mother Tongue,
Mathematics, and Araling Panlipunan. It also contains
the correlation of the profile variables of the
subjects and their level of development along the seven
developmental domains.
In the third frame of the study is the Output.
This shows the result of the level of development and
the mean Academic Performance of the Grade 1 Pupils of
Alibago Elementary School, The relationship between the
level of development and their profile variables.
Statement of the Problem
This study aimed to assess the level of
development of the Kindergarten pupils of Alibago
Elementary School along the seven developmental domains
in relation to their academic performance in Grade 1
for School Year 2017-2018.

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Specifically, this study sought to answer the
following questions:
1. What is the personal profile of the subjects(pupil
respondents) as to the following:
1.1. Age
1.2. Gender
1.3. Highest Educational Attainment of
parents
1.4. Occupation of Parents
2. What is the Level of Development of the pupils in the
Different Developmental Domains as reflected in the
Early Childhood Care and Development Checklist along
the seven domains for School year 2016-2017?
2.1. Gross Motor
2.2. Fine Motor
2.3. Self-Help
2.4. Receptive Language
2.5. Expressive Language
2.6. Cognitive
2.7. Socio-Emotional
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3. What is the academic performance of the subjects
in the first and second quarter as reflected in the
report card in the following learning areas:
3.1 Mother Tongue
3.2 Mathematics
3.3 Araling Panlipunan
4. Is there a significant relationship between the
level of development of the subjects and their
academic performance?
5. Is there a significant relationship between the
profile variables of the subjects and their level of
development?
6. In what developmental domain has significant
delay?
7. In what learning areas are the subjects strong
and weak?
8. What measures can be proposed to address where
the subjects have slight and significant delay and
learning areas where the subjects strong and weak?
Hypotheses
This study was guided by the following hypotheses:

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1. There is no significant relationship between
the level of development of the subjects and their
Academic Performance.
2. There is no significant relationship between
the profile variables of the subjects and their
level of development.
Significance of the Study
The researchers strongly believe that the findings
of this study are of significance to the following:
School Head and Administrators. The result shall
be an effective means of strengthening instructional
support and networking.
Kindergarten Coordinators. The result of the study
shall serve as their basis in giving technical
assistance and instructional supervision to
Kindergarten Teachers.
Kindergarten and Grade One Teachers. The result of
the study will serve as their basis to address the
needs of the pupils and also for instructional
development.
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Parents. Knowing the performance of their children
in school, will help them realize the importance of
Kindergarten Education to the academic endeavor and
economic success of their children.
Researcher. Findings of this study will give an
immeasurable assistance and very valuable bits of
information to the researcher, not only for her own
growth and improvement but also her school head. This
will serve also as the basis of the researcher for the
intervention programs that she will conceptualize to
address the specific needs of every learner especially
the slow performing pupils. The intervention program
will then help these teachers improve the quality of
education they are giving these children.
Future Researchers. The result shall not only
provide baseline data to future researchers but might
also motivate them to undertake a parallel study in
their respective workplaces.
Scope and Delimitation
This research focused on the relationship between
the level of development of the Kindergarten pupils of

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Alibago Elementary School and their academic
performance for the School year 2017-2018.
The respondents of this study were delimited to
the 25 Kindergarten pupils for the SY 2016-2017 who are
now in Grade Three. Subjects who are transferees from
other schools were not included in this study.
The personal profile of the respondents includes
their age, gender, highest educational attainment of
parents and their parents’ occupation.
The level of development of the subjects was
taken from their Early Childhood Care and Development
(ECCD) Checklist along the following domains: Gross
Motor, Fine Motor, Self-help, Receptive Language,
Expressive Language, Cognitive and Socio-Emotional
Domain.
The learning areas that were assessed are Mother
Tongue, Mathematics and Araling Panlipunan being the
core learning areas taught in Grade 1. English was not
included because it is only taught in the third and
fourth quarter. Edukasyon sa Pagpapakatao and Music,
Arts Physical Education and Health (MAPEH) were also
not included for they are not among the core learning
areas.
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Furthermore, first and second quarter grades of
the respondents were used in this study since these
were already administered.

Definition of Terms
To facilitate and for better understanding of the
terms used in the study, the terms which are
alphabetically arranged are operationally defined
below:
Academic Performance. This refers to the
achievement obtained for the first and second quarter
of the Grade 1 pupils as reflected in the Teachers’
Grading Sheets.
Cognitive Domain– This refers to the development
of mental skills and the acquisition of knowledge and
the ability to understand the meaning of what is known
which includes the hierarchy of skills involving the
processing of information, constructing, understanding,
solving problems and conducting research.
Early Childhood Care and Development. This refers
to the checklist which contains the seven developmental
domains.
Early Childhood Education. This refers to skills
primarily associated to thinking process which includes

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hierarchy of skills involving processing information,
constructing understanding, applying knowledge, solving
problems and conducting research.
Expressive Language Domain. This refers to the
skills in conversation including vocabulary and making
adjustments for different listeners to convey different
types of information, articulation and communication
articulation.
Fine Motor. This refers on the movement that
involve the coordination of small muscles in the hands
and fingers. Coloring, cutting with scissors, tearing
paper are all activities which reinforce this
development.
Gross Motor Domain. This refers on the movement of
the large muscles in arms, legs, and torso. Activities
include walking, running, skipping, jumping, throwing
climbing and many others.
Philippine Early Childhood Care and Development
Checklist. This refers to a monitoring tool suited to
the needs of the Filipino child. It is designed to
determine if a child is developing adequately, or is at
risk or there are some developmental delays.

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Receptive Domain. This refers to the ability to
take in language and understand a story and understand
a figurative language.
Self-Help Domain. This refers on the act of
providing for or helping or the ability to provide for
or help oneself without assistance from others.
Sensory Perceptual. This refers to the fine and
gross motor skills, coordination, integrating motor
skills and vision (e.g., eye-hand coordination),
sensory integration, visual memory (e.g., exploring
materials and different textures, such as play dough
and finger paint).
Socio-Emotional. This refers to social
interactions, friendships and play. Turn taking
reciprocal play, self-expression and emotion,
interpreting emotions of others, cooperation and
participation in group activities.
Socio-emotional Domain. This refers to the changes
in child’s relationship in their emotions and
personality.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter presents the review of related
literature and studies which were significant to the
present study. Such reviews of literature and studies
were beneficial in setting direction to the present
study.
Related Literature
RA 8980
RA 8980, An Act Promulgating a Comprehensive
Policy and a National System for Early Childhood Care &
Development (ECCD), Providing Funds Therefor & for
Other Purposes. Section 5 (c) on Human Resource
Development Program states that the program shall
establish mechanisms for the systematic
professionalization of ECCD service providers through
enrolment in educational program in site-based or
distance education modes, through pre-service or
inservice training including continuing education
programs, whereby a registration and credential system
shall be developed in the ECCD system.
Early Childhood
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The period of early childhood is until the age of
eight years. One of the reasons that early childhood is
regarded up to the age of eight is to enable him or her
acquire a smooth understanding of the entire education
from the level of play group to pre-primary and from
pre-primary to the level of primary. The early
childhood education is in an organized form to a major
extent. The teachers and the other members of the pre-
school, who are involved in this education, are
required to be systematic and methodical in their
workings and conduct. It requires efficiency in its
format and implication. Within this framework, the term
‘care’ holds much significance. When imparting any kind
of learning, understanding or information to the
students, the teachers need to take into consideration,
the aspects of care and thoughtfulness. In pre-schools,
students are young, hence, they need to be taken care
in terms of various aspects, such as, learning,
playing, health, emotions, diet, nutrition, and
psychoanalysis. These are important for the overall
development of the child.
The main purpose of early childhood education is
to lead to effectual growth and development of the
students. It creates the foundation for learning among

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the students, so that they are able to develop their
skills and abilities efficiently from the early age.
Early childhood care and education also makes provision
of information and knowledge to the families and
communities of the students, with the purpose of
contributing towards their effective growth and
development. In pre-schools, learning begins with play,
when students begin to take pleasure in play
activities, then at the next level, they are taught
drawing and colouring strategies, which enables them to
develop an interest in art. At the next level, students
are taught academic concepts, such as alphabets,
numbers etc.
Education is a comprehensive area. It covers
skills, knowledge, attitudes, habits, communication,
cognitive skills, intellectual abilities, wisdom,
astuteness, righteousness and honesty. These factors
are essential for the development of the mind-set of
the students and it also contributes towards their
progression. The students have to be well prepared to
enter the education system at the formal level. In
order to seek admission in formal schools, it is vital
for the students to possess adequate understanding of
academic concepts, so that they can appropriately cope

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up with the teaching-learning methods, provided to them
by the teachers and enhance their performance. Early
childhood education renders an effective contribution
in the facilitation of learning and education.
Early Childhood Environment
The early childhood environment provides an
opportunity to ensure that all children begin school
“ready to learn “. In this regard, kindergarten
teachers and pre-school teachers are trained to listen
for speech language defects, problems, stuttering,
articulation disorders and slurred speech. The child is
then referred to a speech language pathologist or an
audiologist for screening and evaluation. It is well
documented that early intervention assists in the
child’s growth and development. Thus, the sooner the
child can receive services the better the prognosis. In
many cities and states, graduate students in speech
language pathology and audiology conduct routine
screenings of all children enrolled in a pre-school
environment. This enables these graduate students to
receive some supervision and training in early
childhood assessment and enhances their consultation
and collaboration skills and prepares them for later
practice. Many of these individuals assess both

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expressive and receptive language skills and do
preliminary screening of speech and language as well as
an examination of the oral cavity. This early
documentation provides a foundational baseline for
ascertaining if the child is improving in their
vocabulary and language skills and if intervention has
been fruitful.
The Significance of Early Childhood Education
Early Childhood Education is considered to be of
utmost significance. This is realized by all the
members of the community, irrespective of their
backgrounds and occupations. The first three years of
the life of the individual are considered to be
crucial. At this stage, the child develops the
connections to lead to advancement. Whether the parents
are educated or not, it is vital for them to possess
efficient knowledge, regarding how to implement the
functions of growth and development and recognize the
significance of education. When they will be aware of
various strategies in terms of child development, they
will be able to render an effectual contribution.
Parents are the ones, who are dedicated and responsible
to a major extent for the operative growth and
development of their children. Until the age of three,

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children are close to their mothers and depend upon
them for implementation of all activities and functions
(Warren, 2017).
When children reach the age of four, they begin to
realize that outside their home also there is a world,
which they have to get acquainted with. Early Childhood
Education helps the students to develop their mental
capacity and improve their skills and abilities. The
social requirements of an individual begin to augment
as he grows.
Early Childhood Education is significant as it
makes provision of knowledge and information that aims
at the overall development of the individual. This area
has bought into existence the works of many theorists,
researchers, educationists and economists. Individuals
and organizations, who have developed keen interest and
enthusiasm in this area, have worked towards
advancement. The problems relating to economic growth
and productivity have been a matter of concern and ECE
is a direct concern, as it renders a significant
contribution towards the development of future citizens
(Calman & Whelan, 2016).
Goals of Early Childhood Education

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The goals of Early Childhood Education have been
stated as follows: (Currie, 2019). Development of the
child is considered to be one of the major goals of ECE
and it focuses upon three areas. These include
cognitive skills, school readiness and social and
emotional development. When taking into consideration
cognitive skills, it is vital to focus upon
intelligence quotient. The individuals have to work
towards improvement of their problem solving, decision
making and logical reasoning skills.
In the area of school readiness, emphasis is put
upon being physically healthy, well-nourished, and
active in one’s performance. When students are engaged
in learning, they should maintain their health and be
energetic and attentive, especially within the
classroom setting. Hence, in pre-schools, there are
provision of mid-day meals to provide the needed energy
and nutrition to the students. Socialization is one of
the imperative areas that is focused upon, as one has
to develop his language and interactive skills.
Students need to be trained, how to be expressive
regarding their needs and requirements.
In the development of social and emotional skills,
individuals normally possess different behavioral

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traits. These include, being introvert, extrovert,
self-centered, isolated, hesitant and so forth.
Students should be taught how to exercise more self-
control. Out of different kinds of behavioral traits,
some are considered to be positive, whereas some are
negative. When the students are young, they may depict
certain behavioral traits, which may not be acceptable
within the community or school or home, such as
screaming or crying, hence, they should be taught how
to remain calm and peaceful even when they are
experiencing difficult situations.
Improvement of academic learning among students
such as, reading, writing, numeracy, oral
communication, thinking skills, logical reasoning,
problem solving, decision making, critical thinking,
job task planning and organizing. The students are
trained in these areas from the initial stage, so that
they are able to hone these skills, as they get older.
When students are young, they are normally assisted by
their parents or teachers or friends, when they have to
make decisions or when they find any concepts
difficult. But when they get enrolled into higher
educational institutions, they have to make decisions
themselves; hence, the development of academic learning

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takes place from the stage of Early Childhood
Development.
The pupils are made to realize that learning is a
lifelong concept and they need to continue this process
throughout their lives. Academic learning is one aspect
of learning. The other aspects include, generation of
awareness in terms of values, norms, principles and
standards. These are essential in order to establish
effective terms and relationships with others.
Irrespective of the educational qualifications of the
individuals, it is essential for them to be honest,
truthful and wise. These traits not only help them in
establishing a good social circle, but also in creating
good career opportunities.
Emphasis is put upon usage of technology and
research has indicated that students take pleasure in
learning from technology. In pre-schools, normally
computers are made use of and teachers show them
pictures of different objects, they are taught how to
draw shapes and colour them and they also watch videos
related to learning, which makes learning pleasurable
for them. Students may not at the initial stage, feel
comfortable in operating computers, but when lesson

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plans are conducted through computers, then they become
acquainted with the use of technology.
Learning cannot take place in isolation, in order
to enhance learning and understanding. It is vital for
the students to socialize with not only their family
members, but also teachers, fellow students and other
members of the school. Establishing appropriate terms
and relationships with the teachers and fellow students
is essential. This can be done by putting into practice
the traits of respect, courtesy and politeness.
Teamwork is an important area that needs to be
encouraged among students. In pre-schools, sometimes,
students play mischief and tend to hurt each other, but
teachers need to be attentive and prevent them from
getting involved into any kinds of inappropriate acts.
Manners and etiquettes, such as smiling, wishing,
when meeting anybody, known to them, making use of
words, such as thank you, please, apologizing, when
something wrong has been done, should be taught to the
students. They should possess a sharing nature and wait
for ones turn and lend others a chance first,
especially, when they go out to play. They should
possess a pleasant attitude, especially in school and

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learn how to overcome the feelings of anger and
frustration.
Early Childhood Care and Education
NCERT, 2016 three sub-stages of education, from
birth to two years, three to five years and six to
eight years. In accordance to various ages, students
are part of different educational institutions. In
other words, age is an important factor in enrolment of
students in educational institutions. When a student is
pursuing pre-school education, then his development and
growth takes place in an operative manner. At this
stage, whatever skills and knowledge the student grasps
or understands is usually known to remain throughout
his life. The main objectives of ECCE are, overall
development of the student to enable him or her to
realize his or her maximum potential, preparation for
schooling and providing support services for women and
girls.
The main areas that have been emphasized upon are,
play as the basis of learning; art as the basis of
education; recognition of the special features of
thinking abilities among students; primacy of
experience rather than expertise; experience of
familiarity and challenge in everyday routines; mix of

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formal and informal interaction; blend of the textual
concepts as well as cultural, the textual concepts
should comprise of both basic literacy and numeracy;
use of local materials, such as colors, stationary,
arts and knowledge; and developmentally appropriate
practice, flexibility, plurality, health, well-being
and healthy habits (NCERT, 2016).
Kaul & Sankar, 2019, measures and schemes are
being formulated to make provision of six goals in
terms of early childhood care and education. The areas
that have been taken into account, include, primary
education, gender, youth, adolescents, adult education
and quality of education. In the field of early
childhood education, the Dakar Framework of Action is
making an attempt to formulate the goals, which are to
be achieved by 2015. Primary education, literacy goals,
gender quality and quality concerns are the areas that
will be covered. The main goals have been stated as
follows: The children belonging to deprived,
marginalized and socio-economically backward sections
of the society are normally not able to acquire well to
do educational opportunities, hence, it is vital to
make provision of opportunities for them to improve
their learning and secure their future.

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Financial problems are regarded as the major
barriers within the course of their acquisition of
education, hence measures should be initiated to make
provision of financial assistance to them. It is
essential to ensure that the children belonging to
deprived, marginalized and socio-economically backward
sections of the society have access to basic education
and that too of good standard.
The adults belonging to deprived and marginalized
groups are not educated, hence, in rural areas, there
have been establishment of educational institutions and
training centres to help them improve their learning.
By 2015, there should be improvement by at least
50% in the education of adults, with focus put upon
women. Steps would also be formulated to make provision
for basic and continuing literacy programs for adults.
It is vital to make provision of equal
opportunities and not discriminate against anybody in
educational institutions on the basis of factors such
as, gender, religion, ethnicity, caste, creed, race or
occupation. The needs and rights of women need to be
taken care of under special consideration and ensuring
that they should obtain good quality education.
Educating a woman means educating the entire nation.

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In educational institutions, it is vital to
provide training to the students regarding all the
subjects. These include, mathematics, science, social
science, languages, nutrition, arts and crafts,
physical activities, creative activities, music, dance
and sports. For the overall growth and development of
the individuals, it is vital to enhance their skills
and abilities regarding all important areas.
Early Childhood Education Programs
Early childhood education programs have been
influenced to a major extent by the changing social,
economic, political and demographic factors. During the
past, it was believed that early years of one’s life,
from pre-natal to five years, establishes the basis for
the inculcation of skills and knowledge in one’s life.
It is also believed that the child inherits these
skills and knowledge through the family traditions and
values. In India, parents play the most significant
part in influencing the growth and development of the
child. They enable him or her to understand, whatever
is taught or told to the child. For instance, when the
child is admitted in a pre-school, his parents teach
him that he should give respect and be courteous to
people within his school by listening to them, wishing,

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smiling, making use of terms such as thank you, please
etc. They make the child understand that in school,
while playing, they should wait patiently and give
others a chance, be kind to their fellow students and
obey the instructions of the teachers and other members
of the school (Kaul & Sankar, 2019).
The students are enrolled in pre-schools for
normally two to three years. Within the course of this
time period. They are provided knowledge and
information, so that they are able to enhance their
academic performance, when they get enrolled into the
formal school. When enrolment takes place of the
student at the age of two, he is provided with
playthings and games, so that he feels comfortable and
happy within the school environment. After some time,
students are provided knowledge and information
regarding arts and crafts activities, and then they are
taught academic concepts. In pre-schools, there are
organization of competitions, workshops, summer camps,
regarding various activities and subjects. The students
are encouraged to participate in these activities and
they feel motivated towards learning. When there are
organization of competitions or plays or concerts, then

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teachers have to adequately train the students, so that
they give their performance in a well-organized manner.
When academic concepts are taught to the students,
it is vital to take into consideration all the subject
areas and not just focus upon alphabets and numbers.
The other subject areas include, science, social
science, languages, and mathematics. The teachers need
to put emphasis upon effective teaching-learning
methods. Since the students are young, they may even
require reiteration of concepts by the teachers from
time to time. The teachers, when beginning a lesson
plan, first provide oral explanation to the students
and usually they are even provided with text-books, so
that they are able to understand adequately. After the
students have become familiar with the concepts, they
are made to write them. Writing helps one in
remembering the concepts. When the students are unable
to write, the teachers usually provide hand over hand
assistance. In pre-schools, usually mid-day meals are
provided to the students to make provision of nutrition
and energy and help them concentrate on their studies.
Health and nutrition are important aspects that are
focused upon within the pre-school curriculum.

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Early Childhood Development
According to Lancet, 2017 enabling young children
to achieve their full developmental potential is a
human right and a critical requisite for sustainable
development. Evidence in the Lancet series Advancing
early childhood development: from science to scale
highlights the profound benefits of investing in early
childhood development (ECD) for learning, productivity,
health and social cohesion along the life course. The
series highlighted the critical importance of the early
years and coined the term ‘nurturing care’ as a central
tenet of what is required to achieve optimal
development, namely health, nutrition, security and
safety, responsive caregiving and opportunities for
early learning.
According to WHO, UNICEF & World Bank Group, 2018
Nurturing Care Framework was launched at the time of
the World Health Assembly in 2018 to provide a roadmap
for action. The Framework builds on state-of-the-art
evidence about how child development outcomes are
influenced and how they can be improved by policies and
interventions. Nurturing care is characterized by a

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stable environment that promotes health and optimal
nutrition, protects children from threats, and gives
them opportunities for early learning, through
affectionate interactions and relationships (Figure).
It describes how a whole-of-government and a wholeof-
society approach can promote nurturing care for young
children and outlines guiding principles, strategic
actions and ways of monitoring progress. The Framework
focuses on the period from pregnancy to age 3 within a
life-course approach and addresses all relevant
sectors, but with a spotlight on the health sector.
Early Childhood Development refers to the process
of cognitive, physical, language, temperament, socio-
emotional and motor development of children that starts
at the time of conception until 8 years of age. The
earliest years are especially important, being the time
when the brain develops rapidly; it is therefore a
critical period for the fetus and child to receive
nurturing care.
In the study of Lancet, 2017 it is also the period
when the fetus and child are most sensitive to
interventions. Being at the forefront of providing
nurturing care, parents and other primary caregivers
need to be supported through policies, information and

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services in order to have knowledge, skills, time and
material resources for appropriate child care. Figure:
Components of nurturing care Given the critical
importance of enabling children to make the best start
in life, the health sector has an important role and
responsibility to support nurturing care. Many
interventions for reproductive, maternal, newborn and
child health (including for nutrition, mental health
and HIV prevention and care) have a direct impact on
Early Childhood Development. Moreover, the health
sector has access to families and caregivers during
this period and therefore has specific opportunities.
Until now, WHO has not had guidelines specifically on
interventions for improving Early Childhood
Development. Existing WHO guidelines related to
neonatal care; infant and young child nutrition;
environmental health; prevention and treatment of
childhood illnesses; violence and injury prevention;
mental health; prevention of non-communicable diseases;
and support for children with developmental
difficulties or disabilities, refer to the importance
of respective interventions for Early Childhood
Development. However, they do not address ECD-specific
outcomes such as those related to responsive caregiving

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and early learning opportunities. In order to provide
clear and specific guidance on approaches for improving
Early Childhood Development, WHO developed this
guideline with a particular focus on responsive
caregiving, opportunities for early learning,
and supporting the mental health of mothers. The
guideline provides global, evidence-informed
recommendations on approaches to improve Early
Childhood Development.
Enabling young children to achieve their full
developmental potential is a human right and an
essential requisite for sustainable development. It is
primarily the family who provides the nurturing care
that children need to develop in the earliest years,
but many parents and other caregivers need support to
put this into practice. This guideline provides
direction for strengthening policies, services and
programs to better address ECD, and for countries to
work towards related commitments made under the
Sustainable Development Goals.
Harvard, 2019 the Competency Standards for Child
Development Teachers (CDTs) and Child Development
Workers (CDWs) which the ECCD Council in partnership
with UNICEF developed is an integral part of the

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Standards and Guidelines for Center-Based Early
Childhood Programs for its implementation. The first
years of life are important because what happens in
early childhood can matter in a lifetime”. Therefore,
the need for competent teachers who can deliver early
childhood care, development and education with QUALITY
is inevitable. In education, quality is largely
determined by the teachers’ competencies. Provision
therefore for access to early childhood care and
development would mean assurance of quality service
delivery. This can only happen if all early educators
including parents and caregivers will possess the basic
requirements and perform the standards and competencies
expected of them.
The development process was divided into five
phases. Each phase involved several activities and
strategies. Phase 1 included the documentary review and
analysis of existing teaching standards and
competencies in the country and other countries; Phase
2 was the preparation of working draft 5 based on the
review and analysis; and Phase 3 involved the conduct
of consultative workshops presenting the working draft
as well as the other documents and studies used in the
review. Child Growth and Its Development , Health,

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Safety and Well-Being , Curriculum, The Learning
Environment and Experiences, Assessment and Reporting,
Communicating and Partnering with Families and
Community Linkages, and Personal and Professional
Development.
Belsky et al., 2007 early childhood education
literature frequently discusses a young child's
preparedness for K-12 success. Preschool has been
proven to have a crucial role in the development of
many of the cognitive and social abilities that
academics and educators believe are necessary for
school readiness.
Early childhood caretakers feel that children
should have experiences before attending kindergarten
(Wesley & Buysee, 2003). It has significant
ramifications for children's school preparation in
early childhood settings such as preschools. In early
childhood care settings, previous research have found a
correlation between classroom quality as defined by
observable processes and structure. Early childhood
development participants have been hesitant to define
school readiness.
Pandis (2001), trend has changed cosiderably, and
there are close to 150 definitions of school readiness

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suggested by the ‘Google Scholar’ search application.
Former approaches stressed the maturity level of the
child that would allow for quiet, focused work as the
primary indicator of school preparedness, Pandis
(2001).
More recent approaches stress the directionality
between the child and her or his environment, Murphy
and Burns, (2002). School readiness is the product of
the interaction between the child and the range of
environmental and cultural experiences that maximize
the development outcomes of children (UNICEF, 2012).
According to Maxwell & Clifford (2004),
Communities are important because readiness for school
success is a community responsibility, not just the
responsibility of parents and kindergarten teachers.
Communities for example should provide high-quality
health care and support services for families and young
children and work to ensure that all families with
young children have access to high quality care and
education.
According to National Association of State Boards
of Education (NASBE, 1991) School readiness is more
than just about children. School Readiness is the
broadest sense, involves children, families, early

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environments, schools and communities. Children are
innately ready or not ready for school. With 81 percent
of U.S. children in non-parental care arrangements the
year before kindergarten (West, Denton, & Germino-
Hausken 2000), child care centers and family child care
homes are important early environments that affect
children’s development and learning.
With respect to school readiness, transition is
defined as children moving into and adjusting to new
learning environments, families learning to work with a
sociocultural system (i.e. education, and schools
making provisions for admitting new children into the
system, representing individual and societal diversity,
Fabian and Dunlop 2006, Vogler and Woodhead (2008). In
school readiness, the three dimensions are interlinked,
building competencies and preparedness in children,
schools and families.
In the article :The essence of “play and toys” by
Genio (2010), play is any activity which is fun and
self-motivated. It is also considered as “spur-of-the-
moment” activity that leads from one thing to another
and it may involve the following:
Physical Motor Development. In playing with toys,
the child sharpens his/her vision and learns the name

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of things. He/She experiments and researches on all the
sensory qualities of the world he/she lives in.
Cognitive Development. When children play, they
practice language skills when they communicate and
solve problems. Parents should provide stimulating
materials like dominoes, lotto and bingo which are good
games for memory, word or picture recognition. Board
games and numerous games that require concentration and
other mental skills are favorites of school-age
children
Emotional/Social Development. The give and take of
interacting with others is emphasized. Relating with
others becomes the crucial part of play. Children make
plans, talk things over, and pretend to be lie story
books and television characters. Language development
is a big assessment in such related activities.
Children develop in them the skills of sharing and
taking turns and later they develop the feelings
of concern and respect from other children through
cooperative learning play.
The Importance of Kindergarten Education
The initial years of life are crucial because what
happens in childhood can have a long-term impact'
(Harvard 2009).
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Excellent educational habits begin in the early
years, according to Bamett (2008) in his book Preschool
Education and its Long-Term Effects. Enrolling a kid in
the Kindergarten program provides early educational
support, promotes early literacy, and promotes school
preparation. A child's social growth and independence
are increased when he or she enrolls in Kindergarten.
Starting at a young age, a child's abilities and
potentials in numerous areas of life must be developed
(Gioia, 2008). Running, jumping, hopping, skipping,
throwing, and bouncing are all natural activities for
children that also help them improve their gross motor
skills. She mentioned "Simon Says," "Red Rover," and
"Hide and Seek," among other childhood games created for
this purpose. These are easy energetic activities that
may be understood and played by a preschooler
These are beneficial not only to the child's motor skills
but also to his or her social skills. Large balls, larger
blocks, scooters, and tricycles are all good for a
child's developing strength. The child requires more than
just free play to effectively support the development of
gross motor skills at the appropriate period.
Lof (2008) also suggested some points to help parents
develop the motor skills of their children.

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Exercise-Encourage parents to go for a walk with their
children. At home, parents should put some lively music
and dance.
Play games-Indoor and Outdoor games are designed to
enhance the development of gross motor skills.
Chores-In doing household chores, include the
preschooler. The child will have a healthy dose of motor
skill improvement and an added boost to their self-esteem
for being a “big helper.”
Make believe- By Acting out the characters in a
familiar nursery rhymes or playing imaginary superhero
the child will stir his/her imagination as he/she
increases agility.
Social Interaction – Be sure that a child has
playmates. If there are no siblings, arrange play dates.
Social interaction and motor skill development go hand in
hand for a preschooler. She also added that the ways to
help a child develop gross motor skills in a timely
manner are only limited by parents’ imagination. Playing,
dancing, making believe with their potentials and do not
only increase their muscle functions. Children will also
have fond memories of a happy and enchanted childhood.
Fine motor skills, according to Boyer (2007), assist
early children lay the groundwork for a range of skills.

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They will begin to improve these basic activities as they
progress through childhood, such asButtoning/Unbuttoning
clothes, Lacing shoes, Tying/Untying, Zipping/Unzipping
Dressing/Undressing, Bathing Writing and Toileting. One
of the most important reasons for improving fine motor
skills is to aid in the development of self-help skills
in youngsters. Children develop at different rates, and
their strengths will vary depending on their interests.
Fine motor abilities aren't developed overnight. They
necessitate patience, comprehension, time, and practice.
Encouraging the youngsters to engage in activities that
strengthen their finger and hand muscles in order to
improve their motor development.
The Kids online (2009) suggested strategies to
parents in developing language skills of their children
by doing the following: Read books and sing songs to your
child in a meaningful manner. Introduce new vocabulary in
a meaningful context. Speak directly to the child and
him/her the chance to respond. Avoid finishing sentences
for the child.
The government, namely the Department of Education
(DepEd), mandated Kindergarten as the first stage of
primary education in 2012. As a result, a child cannot be
admitted to grade 1 without having completed

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Kindergarten. The "Kindergarten Education Act," which is
the compulsory and mandatory stage of basic education,
mandates and promulgates this.
All good habits, according to Bemett (2008), begin in
the early years of education. The child will develop
socially and emotionally in Kindergarten. Play, art,
dance, music, movement, and engaging with people can help
them improve their ability to think, use, and recognize
language, as well as their fine motor skills. Most
instructors feel that social and emotional preparation is
one of the most significant achievements. Young
youngsters are ecstatic to begin school. They are placed
in an atmosphere that is not the same as what they were
in at home or even in preschool. If children are given
opportunity to begin developing these abilities, they
have a better chance of succeeding (Kids online 2009).
According to Snow, 2006 School readiness can be defined
generally as the skills, knowledge, and abilities that
children need to succeed in formal schooling, which, for
most, begins at kindergarten. In the last 40 years,
research on school readiness has produced many different
theories and perspectives.
In the study of Elizabeth Graue, 1992; Pretti-
Frontczak, 2014 from a maturational perspective,

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readiness to learn depends on the child's skills and
cognitive maturity level. However, more recent
perspectives have shifted to a holistic, multidimensional
definition of school readiness, emphasizing the
importance of personal and social skills and the roles of
families and communities. That is, children need to be
ready for school, but schools and communities also need
to be ready to support children's future success across
multiple developmental domains.
Because it addresses children's ability to attend to
information, apply it effectively, and suppress behavior
that interferes with learning, self-regulation is an
important contribution to the idea of school preparation.
Self-regulation theories and viewpoints, like the broader
idea of school readiness, have focused on a variety of
priorities. Three areas of self-regulation are most
frequently investigated in the fields of early childhood
and elementary education: attentional flexibility,
inhibitory control, and working memory.
Related Studies
In the Journal study conducted by Edward Malhuish
2015 entitled “A review of research on the effects of
early childhood Education and Care (ECEC) upon child

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development. CARE project”, this study focus High-
quality childcare has been associated with benefits for
children’s development, with the strongest effects for
children from disadvantaged backgrounds. There is also
evidence that negative effects can sometimes occur. The
results of studies partly depend upon the context and
ECEC systems in place in different countries, but there
is sufficient commonality of findings to indicate that
many results are not culture-specific. Discrepant
results may relate to age of starting and also
differences in the quality of childcare. In addition,
childcare effects are moderated by family background
with negative, neutral and positive effects occurring
depending on the relative balance of quality of care at
home and in childcare. Recent large-scale studies find
effects related to both quantity and quality of
childcare. The effect sizes for childcare factors are
about half those for family factors. The analysis
strategy of most studies attributes variance to
childcare factors only after family factors has been
considered, and, where the two covary, this can produce
conservative estimates of childcare effects.
In the Journal study conducted by UNISEF 2017, the
enactment of the Early Years Act of 2013 or RA 10410 is

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a milestone in the early childhood care and
development. The law recognizes the age zero (0) to
eight (8) years as the first crucial stage of
educational development and has been given utmost
importance. This also reiterates the earliest mandate,
“the Child and Youth Welfare Code or Presidential
Decree (PD 603)” issued in 1974. Article 1 of PD 603
states “that the child is one of the most important
assets of the nation. Every effort should be exerted to
promote his welfare and enhance the opportunities for a
useful and happy life.
In the study of Qian qian Pan 2019 entitled,
“School Readiness Profile and Growth in Academic
Achievement” this study focus to identify the presence
of different school readiness profiles and to determine
whether profiles could differentially predict academic
growth. Results showed that different school readiness
profile membership had unique academic growth patterns
and could predict academic growth above and beyond
child and family background variables. Moreover,
children with the Positive Development profile had
higher academic achievement over time. Children with
the Personal and Social Strengths profile had the
largest growth rates. In sum, findings support the

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inclusion of self-regulation as another dimension of
school readiness and the important role of personal and
social skills in the development of reading and math
achievement.
Synthesis
The present study is similar to the previous
studies cited. The study conducted by of Maxwell and
Clifford in 2004 are similar to the study since they
dwell on the success of the school readiness and
learning development of the kindergarten pupils as a
community responsibility and not just parents and
kindergarten teachers. The study focus to determine the
level of children’s readiness for the first grade, in
terms of mathematical and linguistic development. This
research is quantitative and includes 466 children who
were enrolled in the first grade in September 2011, as
well as their parents. They belong to various schools
in towns and villages of Kosovo. The sample was
randomly selected. Children are assessed for their
intellectual readiness, separately in mathematical and
linguistic development through standardized measuring
instrument by the “Brainline” author Joey Du Plooy. The
questionnaire was translated and adapted. In this paper

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it will be focused only mathematical and linguistic
development of children who have just started the first
grade. Children are evaluated by a team of pedagogy who
have been previously trained in the use of this
questionnaire. Each child is individually assessed and
the questions that were impossible to take from the
children are taken from their parents. The survey
results raise awareness about the importance of
preschool institutionalized education and provide
advices of the importance of preparing children for
starting the first grade without fear and with self-
esteem. All of the said studies are focus on the same
themes are also here in this current study.
The dissimilarities between and among the
different researches and studies that will be conducted
is only on the locale of the study, respondents of the
study and the dimensions that will be included in
conducting and concluding studies.
In this study include the assessment of level of
development of the Kindergarten pupils of Alibago
Elementary School along the seven developmental domains
in relation to their academic performance in Grade 1
for School Year 2017-2018.

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Chapter 3
METHODS AND PROCEDURE
This chapter presents the research design, the subjects
of the study, the data gathering instrument, data gathering
procedure, and statistical tools utilized in the study.
Research Design
This study utilized the descriptive correlational
design. The descriptive design was utilized in identifying
the profile of the variables.
Correlational Design on the other hand, was used to
find the significant relationship between the level of
development in Kinder and their Academic performance in
Grade 1.
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Documentary analysis was also utilized to gather the
data from the Early Childhood Care Checklist of the
respondents and school records and files of the Grade 1
teacher as requested by the researcher.
Respondents of the Study
The respondents of the study were the 25 kindergarten
pupils of Alibago Elementary School SY 2016-2017 who are now
in Grade 3 for SY 2019-2020.
Table 1
Distribution of the Respondents of the Study
Alibago Elementary School 25 Kindergarten Pupils
Data Gathering Instrument
The Early Childhood Care and Development Checklist, the
Grading Sheets of Grade 1 teacher for the first and Second
Quarter and Profile form served as data in the study.
The ECCD Checklist is a technical and Administration
manual provided by the Department of Education where the
teacher records the results of the learning development of
the pupils along the 7 domains.

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The Teacher’s Grading sheet is a form where the teacher
adviser records the grade obtained by the pupils in
different learning areas in every quarter. It is submitted
to the office of the principal by the adviser every end of
the quarter.
Data Gathering Procedure
The researcher asked permission to conduct a study from
the Public Schools District Supervisor. After the approval,
she went over the ECCD Checklist of the respondents to see
their level of development for the SY 2016-2017 and
requested for the Grading sheets of the Grade 1 Teacher for
the first and second quarter of SY 2017-2018.
The researcher collected the data needed from the
school records. After which, it was arranged with the use of
appropriate statistical tools.
Statistical Treatment of Data
The following statistical tools were used in the study.
For the profile variables of the subjects, the
frequency and percentage distribution were utilized.
For the significant relationship between the level of
development and the Academic performance of the subjects,
the person r correlation was used.

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For the significant relationship between the profile
variables and level of development, the chi-square followed
by Craner’s V analysis was utilized.
To interpret the subjects’ academic performance, the
following scale was used:
90 and above – Advanced (A)
85 – 89 – Proficient (P)
80 – 84 – Approaching Proficiency (AP)
75 – 79 – Developing (D)
74 and below – Beginning (B)
To analyze and interpret the ECCD Checklist result, the
following scale was used.
SCALED SCORE INTERPRETATION
1-3 –Suggest significant delay in overall development
(SSDOD)
4-6 – Suggest slight delay in overall development
(SSLD)
7-13 – Average Development (AD)
14-16 – Suggest slight advanced in overall development

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(SSAD)
STANDARD SCORE INTERPRETATON
69% and below – Suggest significant delay in overall
development (SSDOD)
70-79 – Suggest slight delay in overall development
(SSLD)
80 – 119 – Average development (AD)
120-129 – Suggest slightly advanced development (SSAD)
130 – above-Suggest highly advanced development (SHAD)
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Subjects
The profile of the subjects in terms of age, gender,
highest educational attainment and occupation of parents is
presented in Table 2a to Table 2d.
Table 2a presents the frequency and percentage
distribution of the subjects according to age. As reflected
on the table, almost all subjects are 5 years of age which
has a frequency of 23 out of 25 or 92 percent. There were
only two (2) subjects whose ages are 6 and 4.

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R.Q. 1.1
Frequency and Percentage Distribution of the
Subjects as to Age
Age Range Frequency Percentage (%)
6 1 4.00
5 23 92.00
4 1 4.00
Total 25 100.00
Mean Age: 5
Based on the data in table 2b, male subjects dominated
female subjects with 13 or 52 percent and 12 or 48 percent
respectively.
RQ 1.2
Frequency and Percentage Distribution of the
Subjects As to Gender
Gender Frequency Percentage (%)
Male 13 52.00
Female 12 48.00
Total 25 100.00
As gleaned in table 2c, most of the parents of the
subjects both the father and mother are high school
graduates with both frequencies of 15 or 60 percent; 7
fathers and 4 mothers whose highest educational attainment
is elementary graduate 28 percent and 16 percent

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respectively; 2 or 8 percent of the fathers and 5 or 20
percent of the mothers are college graduates; while 1
father and 1 mother whose highest educational attainment is
elementary level.
RQ 1.3
Frequency and Percentage Distribution of the Subjects as to
Highest Educational Attainment of Parents
Highest
Educationa Father Mother
l (Frequency Percentage (Frequency Percentag
Attainment ) ) ) e (%)
College 2 8.00 5 20.00
Graduate
High 15 60.00 15 60.00
School
Graduate
Elementary 7 28.00 4 16.00
Graduate
Elementary 1 4.00 1 4.00
Level
Total 25 100.00 25 100.00
Table 2d shows the frequency and percentage
distribution of the subjects’ occupation of their parents.

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For their father’s occupation, most of them work as
laborers with 10 out of 25 or 40 percent, followed by those
fathers who are self-employed with 7 out of 25 or 28
percent, other 6 out of 25 or 24 percent fathers are farmers
and only 2 out of 25 or 8 percent work as OFWs.
For their mother’s occupation, majority of the mothers
are housewife with 14 out of 25 or 56 percent; 4 out 25 or
16 percent work as helpers; 3 out of 25 or 12 percent work
as OFWs; 1 out of 25 or 4 percent works as barangay health
worker and 1 out of 25 or 4 percent works as cashier. On
the other hand 2 out of 25 or 8 percent of the subject’s
mothers were already deceased.
RQ 1.4
Frequency and Percentage Distribution of the Subjects
As to Occupation of Parents
Occupation Father Mother
of Parents (Frequency) Percentage (Frequency) Percentage
Farmer 6 24.00 0 0.00
Laborer 10 40.00 0 0.00
Self 7 28.00 0 0.00
Employed
OFW 2 8.00 3 12.00
Barangay 0 0.00 1 4.00
Health
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Worker
Housewife 0 0.00 14 56.00
Helper 0 0.00 4 16.00
Cashier 0 0.00 1 4.00
Deceased 0 0.00 2 8.00
Total 25 100.00 25 100.00
The level of development of the subjects as reflected
in the Early Childhood Care and Development Checklist along
the Seven Developmental Domains is shown in Table 3a to
Table 3g.
Table 3a presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to gross motor
domain. Based on the table, all subjects got a raw score of
thirteen (13) which is scaled as eleven (11) with a raw
score mean of thirteen (13) and scaled score mean of 11.08—
this described the subjects in this domain to have an
Average Development (AD).
RQ 2.1
Mean and Descriptive Scale of Subjects in the Early
Childhood Care Development Checklist
Relative to Gross-Motor
Subject Raw Score Scaled Score Descriptive

Scale
1 13 11 AD
2 13 11 AD
3 13 11 AD
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4 13 11 AD
5 13 11 AD
6 13 11 AD
7 13 11 AD
8 13 11 AD
9 13 11 AD
10 13 11 AD
11 13 11 AD
12 13 11 AD
13 13 11 AD
14 13 11 AD
15 13 11 AD
16 13 11 AD
17 13 13 AD
18 13 11 AD
19 13 11 AD
20 13 11 AD
21 13 11 AD
22 13 11 AD
23 13 11 AD
24 13 11 AD
25 13 11 AD
Mean 13.00 11.08 AD
Table 3b presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to fine motor
domain. Based on the table, twenty-four (24) out of twenty-
five (25) subjects got a raw score of eleven (11) and scaled
as twelve (12). One (1) subject got a raw score of nine (9)
with a scaled score of eight (8). The raw score mean of the
subjects is 10.92 which is scaled as 11.92—this described
the subjects in this domain to have an Average Development
(AD).
RQ 2.2
Relative to Fine Motor
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Scale
1 11 12 AD
2 11 12 AD
3 9 8 AD
4 11 12 AD
5 11 12 AD
6 11 12 AD
7 11 12 AD
8 11 12 AD
9 11 12 AD
10 11 12 AD
11 11 12 AD
12 11 12 AD
13 11 12 AD
14 11 12 AD
15 11 12 AD
16 11 12 AD
17 11 12 AD
18 11 12 AD
19 11 12 AD
20 11 12 AD
21 11 12 AD
22 11 12 AD
23 11 12 AD
24 11 12 AD
25 11 12 AD
Mean 10.92 11.92 AD
Table 3c presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to self-help domain.
Based on the table, twenty-three (23) subjects got a raw
score of twenty-seven (27) which is scaled as thirteen (13).
Two (2) subjects got raw scores of twenty-six (26)and
twenty-four (24) which are scaled as twelve (12) and nine
(9) respectively. The raw score mean of the subjects 26.84
which is scaled as 12.84—this described the subjects in this
domain to have an Average Development (AD).

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RQ 2.3
Relative to Self-Help

Scale
1 27 13 AD
2 27 13 AD
3 26 12 AD
4 27 13 AD
5 27 13 AD
6 27 13 AD
7 27 13 AD
8 27 13 AD
9 27 13 AD
10 27 13 AD
11 24 9 AD
12 27 13 AD
13 27 13 AD
14 27 13 AD
15 27 13 AD
16 27 13 AD
17 27 14 AD
18 27 13 AD
19 27 13 AD
20 27 13 AD
21 27 13 AD
22 27 13 AD
23 27 13 AD
24 27 13 AD
25 27 13 AD
Mean 26.84 12.84 AD
Table 3d presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to receptive
language domain. Based on the table, all subjects got a
score of 5 which is scaled as eleven (11). The raw score
mean is 5.00 which is scaled as 11.00—this described the
subjects in this domain to have an Average Development (AD).

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RQ 2.4
Relative to Receptive Language

Scale
1 5 11 AD
2 5 11 AD
3 5 11 AD
4 5 11 AD
5 5 11 AD
6 5 11 AD
7 5 11 AD
8 5 11 AD
9 5 11 AD
10 5 11 AD
11 5 11 AD
12 5 11 AD
13 5 11 AD
14 5 11 AD
15 5 11 AD
16 5 11 AD
17 5 11 AD
18 5 11 AD
19 5 11 AD
20 5 11 AD
21 5 11 AD
22 5 11 AD
23 5 11 AD
24 5 11 AD
25 5 11 AD
Mean 5.00 11.00 AD
Table 3e presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to expressive
language domain. Based on the table, twenty (20) out of
twenty five (25) subjects have a raw score of eight (8),
scaled as eleven (11) described the subjects to have an
Average Development (AD). There are five (5) subjects who

GRADUATE SCHOOL
got a raw score of seven (7) with a scaled score of five (5)
which is described the subjects to have Suggest Slight Delay
in Overall Development (SSLD). However, the raw score mean
is 7.80 which is scaled as 9.80—this described the subjects
in this domain to have an Average Development (AD).
RQ 2.5
Relative to Expressive Language

Scale
1 8 11 AD
2 7 5 SSLD
3 7 5 SSLD
4 8 11 AD
5 7 5 SSLD
6 8 11 AD
7 8 11 AD
8 8 11 AD
9 8 11 AD
10 8 11 AD
11 8 11 AD
12 8 11 AD
13 7 5 SSLD
14 8 11 AD
15 8 11 AD
16 8 11 AD
17 8 11 AD
18 8 11 AD
19 8 11 AD
20 8 11 AD
21 7 5 SSLD
22 8 11 AD
23 8 11 AD
24 8 11 AD
25 8 11 AD
Mean 7.80 9.80 AD
Table 3f presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to cognitive domain.

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Based on the table, the highest raw score of the subjects is
twenty-one (21), scaled as thirteen (13) and the lowest is
fifteen (15), scaled as seven (7). The raw score mean of
the subjects is 19.84 which is scaled as 12.00—this
described the subjects in this domain to have an Average
Development (AD).
RQ 2.6
Relative to Cognitive

Scale
1 21 13 AD
2 19 11 AD
3 17 9 AD
4 18 10 AD
5 19 11 AD
6 21 13 AD
7 20 12 AD
8 20 12 AD
9 21 13 AD
10 21 13 AD
11 21 13 AD
12 21 13 AD
13 18 10 AD
14 20 12 AD
15 21 13 AD
16 19 11 AD
17 19 15 AD
18 21 13 AD
19 21 13 AD
20 21 13 AD
21 15 7 AD
22 21 13 AD
23 19 11 AD
24 21 13 AD
25 21 13 AD
Mean 19.84 12.00 AD
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Table 3g presents the mean and descriptive scale of
subjects in the ECCD Checklist relative to socio-emotional
domain. Based on the table, the highest raw score got by
the subjects is twenty-four (24), scaled as thirteen (13)
with a descriptive scale of Average Development (AD) and the
lowest raw score is eighteen (18), scaled as five (5)with a
descriptive scale of Suggest Slight Delay in Overall
Development (SSLD). The raw score mean of the subjects is
22.28 which is scaled as 10.52—this described the subjects
in this domain to have an Average Development (AD).
RQ 2.7
Relative to Socio-Emotional

Scale
1 22 10 AD
2 22 10 AD
3 20 7 AD
4 19 6 SSLD
5 18 5 SSLD
6 24 13 AD
7 23 11 AD
8 23 11 AD
9 23 11 AD
10 24 13 AD
11 23 11 AD
12 23 11 AD
13 22 10 AD
14 22 10 AD
15 23 11 AD
16 21 9 AD
17 21 10 AD
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18 24 13 AD
19 24 13 AD
20 24 13 AD
21 19 6 SSLD
22 24 13 AD
23 24 13 AD
24 22 10 AD
25 23 13 AD
Mean 22.28 10.52 AD
The Mean Academic Performance of the Subjects for the
First and Second Quarter is presented in Table 4a and 4b.
Table 4a presents the frequency and percentage
distribution of the mean academic performance of the
subjects for the first quarter. Based on the data, in the
area of Mother Tongue, eleven (11) or 44 percent of the
subjects have a grade range of 75-79; seven (7) subjects or
28 percent have a grade range within 85-89; four (4)
subjects or 16 percent have a grade range within 80-84; and
two (2) subjects or 8 percent and one (1) subject or 4
percent are within the grade range of 90-94 and 95-99
respectively. In this area the mean grade is 82.60 which
implies that the subjects are at an Approaching Proficiency
(AP) level.
In Mathematics, ten (10) or 40 percent of the subjects
have a grade range of 75-79; seven (7) subjects or 28

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percent have a grade range within 80-84; six (6) subjects or
24 percent have a grade range within 85-89 and two (2)
subjects or 8 percent have a grade range within 90-94. In
this area the mean grade is 82.00 which implies that the
subjects are at an Approaching Proficiency (AP) level.
In Araling Panlipunan, fourteen (14) or 56 percent of
the subjects have a grade range of 85-89; five (5) subjects
or 20 percent have a grade range within 75-79; four (4)
subjects or 16 percent have a grade range within 80-84 and
two (2) subjects or 8 percent have a grade range within 90-
94. In this area the mean grade is 84.60 which implies that
the subjects are at a Proficient (P) level.
R.Q. 3.1
Frequency and Percentage Distribution of the Mean
Academic Performance of the Subjects
for the First Quarter
Descriptive Scale Grade Mother Math A.Panlipunan

Range Tongue
F P F P F P
Advanced (A) 95-99 1 4.00 0 0.00 0 0.00
Advanced (A) 90-94 2 8.00 2 8.00 2 8.00
Proficient (P) 85-89 7 28.00 6 24.00 14 56.00
Approaching 80-84 4 7 4
16.00 28.00
Proficiency (AP) 16.00
Developing (D) 75-79 11 44.00 10 40.00 5 20.00
Total 25 100.0 25 100.0 25 100.0
0 0 0
Mean Grade: 82.60 82.00 84.60
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Table 4b presents the frequency and percentage
distribution of the mean academic performance of the
subjects for the second quarter. Based on the data, in the
area of Mother Tongue, ten (10) or 40 percent of the
subjects have a grade range of 85-89; six (6) subjects or 28
percent have a grade range within 80-84; five (5) subjects
or 20 percent have a grade range within 90-94; and four (4)
subjects or 16 percent are within the grade range of 75-79.
In this area the mean grade is 85.20 which implies that the
subjects are at a Proficient (P) level.
In Mathematics, eleven (11) or 44 percent of the
subjects have a grade range of 75-79; seven (7) subjects or
28 percent have a grade range within 85-89; six (6) subjects
or 24 percent have a grade range within 80-84 and one (1)
subjects or 4 percent have a grade range within 95-99. In
this area the mean grade is 81.80 which implies that the
subjects are at an Approaching Proficiency (AP) level.
In Araling Panlipunan, nine (9) or 36 percent of the
subjects have a grade range of 85-89; nine (9) subjects or
36 percent have a grade range within 80-84; five (5)
subjects or 20 percent have a grade range within 75-79 and
two (2) subjects or 8 percent have a grade range within 90-

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94. In this area the mean grade is 83.60 which implies that
the subjects are at an Approaching Proficiency (AP) level.
R.Q. 3
Frequency and Percentage Distribution of the Mean
Academic Performance of the Subjects
for the Second Quarter
Descriptive Grade Mother Math A.Panlipuna

Scale Range Tongue n
F P F P F P
Advanced (A) 95-99 0 0.00 1 4.00 0 0.00
Advanced (A) 90-94 5 20.00 0 0.00 2 8.00
Proficient 85-89 7 28.0 9 36.0
(P) 10 40.00
0 0
Approaching 80-84 6 24.0 9
Proficiency 6 24.00 36.0
(AP) 0 0
Developing 75-79 11 44.0 5 20.0
(D) 4 16.00
0 0
Total 25 100.0 25 100. 25 100.
0 00 00
Mean Grade: 85.20 81.80 83.60
The results of determining the correlation between the
level of development of subjects and their mean academic
performance is presented in table 5. As shown on the table,
the Pearson correlation coefficient values of less than 0.4
manifests a weak correlation between the level of
development of the subjects and their mean academic
performance. The null hypothesis that there is no
significant relationship between the level of development of
the subjects and their mean academic performance is accepted
with p>0.05 level of significance. This means that the level
of development of the pupils along the seven developmental
domains when they were in Kindergarten has nothing to do

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with their academic performance when they were in Grade 1.
The result could be clearly explained because of the two
different periods that the subjects are into—kindergarten
and grade 1. The former is a period of adjustment among the
pupils, it is a period of introduction from home to formal
schooling; it is more focused on values ands character
development while the latter is more focused on academic and
intellectual development.
R.Q. 4
Test of Relationship Between the Level of Development of the
Subjects and their Mean Academic Performance
Level of Development / Mother Araling

Mean Academic Performance Tongue1 Mathematics1 Panlipunan1
Gross Pearson .013 -.037 .026
Motor Correlation
Sig. (2- .950 .860 .902
tailed)
N 25 25 25
Fine Pearson .203 .209 -.016
Motor Correlation
Sig. (2- .331 .316 .939
tailed)
N 25 25 25
Self Help Pearson .184 .266 .120
Correlation
Sig. (2- .378 .199 .568
tailed)
N 25 25 25
Receptive Pearson .b .b .b
Language Correlation
Sig. (2-
tailed)
N 25 25 25
Expressive Pearson .359 .363 .278
Language Correlation
Sig. (2- .078 .074 .178
tailed)
N 25 25 25
Cognitive Pearson .271 .251 .164
Correlation
Sig. (2- .189 .227 .435
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tailed)
N 25 25 25
Socio- Pearson .242 .194 -.001
Emotional Correlation
Sig. (2- .244 .353 .995
tailed)
N 25 25 25
*.Correlation is significant at the 0.05 level (2-tailed) b. Cannot be computed because at least one of the variables is
constant.
Table 6 shows the relationship between the profile
variables and the level of development of the subjects.
Results show that there was a strong positive
correlation between the profile variable age and the level
of development along the gross motor domain with Pearson r
computed value of .722 at p=0.000, making the null
hypothesis rejected. This means that there is a significant
relationship between the age of the pupils and their level
of development along gross motor domain. Positive
correlation results also suggest that as their age
increases, they manifest higher development in the said
domain.
On the other hand, a moderate negative correlation is
manifested between the profile variable on highest
educational attainment of father and their level of
development along the domains fine motor, cognitive and
socio-emotional with Pearson correlation coefficient values
of -.426, -.406 and -.486 respectively. Significant
relationship is found between the said variables with

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p=.034, p=0.044 and p=0.014 at .05 level of significance,
thus the null hypothesis is rejected. There is a significant
relationship between the profile variable on highest
educational attainment of father of the pupils and their
level of development along the fine motor, cognitive and
socio-emotional domain.
Moderate negative correlation is also shown between the
profile variable on highest educational attainment of the
subjects’ mother and their level of development along the
fine motor domain with Pearson r=-.524, N=25, p=.007 and
socio-emotional domain with Pearson r= -.410, N=25, p=.042
at .05 level of significance. This means that there is a
significant relationship between the highest educational
attainment of their mother and their level of development
along the fine and socio-emotional domain.
No correlation is found between the profile variables
on gender and occupation of parents and their level of
performance along the seven domains.
R.Q. 5
Test of Relationship Between the Profile Variables of the
Subjects and Their Level of Development
Profile Variables / Level of

Development GM FM SH RL EL C SE
Pearson .722* .225 .099 .a 0.000 .091 -.03
Correlation 5
Age Sig. (2- .000 .279 .639 1.000 .664 .868
tailed)
N 25 25 25 25 25 25 25
Gender Pearson .212 .250 .270 .a .280 .101 .226
Correlation
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Sig. (2- .308 .228 .192 .175 .629 .277

tailed)
N 25 25 25 25 25 25 25
Pearson .221 -.426* -.326 .a -.391 -.406* -.48
Highest
Correlation 6*
Educational
Sig. (2- .288 .034 .112 .053 .044 .014
Attainment of
tailed)
Father
N 25 25 25 25 25 25 25
Pearson -.011 -.524* -.143 .a -.389 -.392 -.41
Highest
Correlation 0*
Educational
Sig. (2- .957 .007 .497 .055 .053 .042
Attainment of
tailed)
Mother
N 25 25 25 25 25 25 25
Pearson -.046 .029 .050 .a .112 -.046 .255
Correlation
Occupation of
Sig. (2- .828 .892 .813 .595 .826 .219
Father
tailed)
N 25 25 25 25 25 25 25
Pearson -.020 .129 .175 .a -.317 -.011 -.14
Correlation 6
Occupation of
Sig. (2- .925 .539 .404 .123 .959 .486
Mother
tailed)
N 25 25 25 25 25 25 25
*.Correlation is significant at the 0.05 level (2-tailed) a. Cannot be computed because at least one of the
variables is constant.
Table 7 reflects the summary on the mean and
descriptive scale of all the subjects in the early childhood
care development of the subjects. The table would show the
possible developmental domain that has significant delay.
Based on results, the mean scale in Gross Motor is ll.08
with a description of average development; Fine Motor is
11.92 with a description of average development; Self-Help
is 12.84 with a description of average development;
Receptive Language is 11.00 with a description of average
development; Expressive Language is 9.80 with a description
of average development; Cognitive is 12.00 with a
description of average development; Socio-Emotional is 10.52
with a description of average development. The sum of the

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scales is 79.16, scaled as 110.20—this implies that the
over-all description of the development of the subjects is
on Average Development.
The results also show that there is no developmental
domain that manifests a significant delay however,
enhancement activities could be undertaken to increase the
developmental levels of the pupils for advanced
developments.
R.Q 6
Summary on the Mean and Descriptive Scale of Subjects in the
Early Childhood Care Development Checklist
Subjec GM FM SH RL EL C SE SSS SS DS
t
SS SS SS SS SS SS SS
1 11 12 13 11 11 13 10 81 113 AD
2 11 12 13 11 5 11 10 73 101 AD
3 11 8 12 11 5 9 7 63 86 AD
4 11 12 13 11 11 10 6 74 103 AD
5 11 12 13 11 5 11 5 68 94 AD
6 11 12 13 11 11 13 13 84 117 AD
7 11 12 13 11 11 12 11 81 113 AD
8 11 12 13 11 11 12 11 81 113 AD
9 11 12 13 11 11 13 11 82 114 AD
10 11 12 13 11 11 13 13 84 117 AD
11 11 12 9 11 11 13 11 78 108 AD
12 11 12 13 11 11 13 11 82 114 AD
13 11 12 13 11 5 10 10 72 105 AD
14 11 12 13 11 11 12 10 80 111 AD
15 11 12 13 11 11 13 11 82 114 AD
16 11 12 13 11 11 11 9 78 108 AD
17 SSA
13 14 14 11 11 15 10 88 123 D
18 11 12 13 11 11 13 13 84 117 AD
19 11 12 13 11 11 13 13 84 117 AD
20 11 12 13 11 11 13 13 84 117 AD
21 11 12 13 11 5 7 6 65 89 AD
22 11 12 13 11 11 13 13 84 117 AD
23 11 12 13 11 11 11 13 82 114 AD
24 11 12 13 11 11 13 10 81 113 AD
25 11 12 13 11 11 13 13 84 117 AD
Mean 11.0 11.9 12.8 11.0 9.8 12.0 10.5 79.1 110.2 AD
8 2 4 0 0 0 2 6 0
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DS AD AD AD AD AD AD AD
The summary table on the Mean Academic Performance of
the Subjects as Reflected in the Grading Sheet for the First
and Second Quarter is presented in Table 8.
Based on the table, in Mother Tongue, subjects’ mean
grades are 82.60 and 85.20 for the first and second quarter
respectively with an average mean of 83.90 which lies in the
Approaching Proficiency (AP) level. In Mathematics,
subjects’ mean grades are 82.00 and 81.90 in the first and
second quarters respectively with an average mean of 81.90
which is within the Approaching Proficiency (AP) level.
Lastly, in Araling Panlipunan, the subjects’ average grades
are 84.60 and 83.60 in the first and second quarters
respectively with an average mean of 84.10 which is also
within the level of Approaching Proficiency (AP).
Based on the data, the subjects are performing well in
Araling Panlipunan which is shown in the over-all mean of
84.10; on the other hand they least perform in Mathematics
with an over-all mean of 81.90. This implies that that the
subjects are strong in Araling Panlipunan and weak in
Mathematics.
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R.Q. 7
Summary Table on the Mean Academic Performance of the
Subjects as Reflected in the Grading Sheet
for the First and Second Quarter
Subject First Quarter Second Average

Quarter
Mother Tongue 82.60 85.20 83.90
Mathematics 82.00 81.80 81.90
A. Panlipunan 84.60 83.60 84.10
Average Grade
83.07 83.53 83.30
Per Quarter
Table 9 presents the proposed enhancement activities
for Mathematics to increase pupils’ academic performance on
the said learning area.
R.Q. 8
Proposed Enhancement Activities for Mathematics
Activities/Programs Objective Time Persons

Frame Involved
A. ICT Integration To develop Teacher
in teaching the interest
Mathematics of pupils by
a. Use of video attracting
clips their
b. Colorful and attention to
animated videos,
Powerpoint animations
presentations and colorful
presentations
B. Mathematics To enhance Teacher
Olympiad in the skills of Club
classroom pupils Officers
through Pupils
friendly
competitions
C. Game-based To add Teacher
activities excitements
GRADUATE SCHOOL
and interest
of pupils to
different
mathematics
activities
using games
D. Math-inspired To introduce School Head
classrooms and mathematics Teachers
school in all Parents
environment corners of Stakeholders
a. Stairs the school
b. Doors and building
c. Walls familiarity
d. floors and math-
e. Windows friendly
f. CRs environment
g. Corridors
h. Parks
E. Partnership with To tap Teacher
stakeholders parents and Pupils
a. Home modules the community Parents
b. Parent-child to a
math projects mathematics
partnership
to develop
their
children
using home
modules and
projects
GRADUATE SCHOOL
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings,
conclusion and recommendations that were obtained after
undertaking careful analysis/interpretation of the data
gathered.
Summary of Findings
Majority of the kindergarten pupils for school year
2016-2017 of Alibago Elementary School are 5 years old and
most of the pupils are male. The highest educational
attainment of the pupils’ parents both the father and mother
is high school graduate. Most of the fathers work as
laborers while majority of the mothers are plain housewife.
The level of development of the pupils as reflected in
the Early Childhood Care and Development Checklist along the
Seven Developmental Domains on Gross Motor, Fine Motor,
Self-Help, Receptive Language, Expressive Language,
Cognitive and Socio-Emotional is Average Development (AD).
The Mean Academic Performance of the Pupils for the
First and Second Quarter when they were in Grade 1 on the
learning areas Mother Tongue and Mathematics is Approaching

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Proficiency (AP) level while Proficient (P) level in the
learning Area Araling Panlipunan.
Correlation results show no relationship between the
level of development of the pupils along the seven domains
and their academic performance in Grade 1. On the other
hand, significant relationship is manifested between the
profile variable of the pupils’ age and the level of
development along the gross motor domain; highest
educational attainment of father and their level of
development along the fine motor, cognitive and socio-
emotional domains; highest educational attainment of the
mother and their level of development along the fine motor
and socio-emotional domains.
Significant delay on the pupils’ level of development
along the seven domains is not manifested.
Araling Panlipunan is the learning area in which the
pupils perform well while they need to enhance their
performance in the learning area Mathematics hence,
enhancement activities in Mathematics should be given.
Conclusion
On the basis of the findings of the study, the
researcher concludes that:

GRADUATE SCHOOL
The Kindergarten pupils’ level of development of
Alibago Elementary School is on the average development
which is closer to suggest slightly advanced development.
Pupils’ academic performance in Grade 1 is independent from
that of their kindergarten since the focus area in grade 1
is on the core subjects like Mother Tongue, Mathematics and
Araling Panlipunan while values and character formation is
the focus in kindergarten.
Recommendations
Based on the findings and conclusions of the study, the
following recommendations are made:
1. Kindergarten teachers could give enhancement and
enrichment activities to increase the level of
developments of their pupils along the seven
domains.
2. School Heads could recommend kindergarten and grade
1 teachers as teachers in the foundation level of
education to trainings/seminars/workshops to upgrade
their competencies for 21st century education.
3. Future researchers could conduct a parallel study on
the kindergarten pupils’ level of development in
relation to their academic performance in grade 1.

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UNIVERSITY OF CAGAYAN VALLEY

EARLY CHILDHOOD CARE AND DEVELOPMENT AS TO ACADEMIC

ROCHELLE ARELLANO DAGAN

THE PROBLEM AND ITS BACKGROUND

Early Childhood Care and Development (ECCD) is

used to describe a type of educational program that

serves children in their Pre-school years. It does not

only introduce kids to schooling but also their

parents. It is a time of remarkable, physical,

cognitive, social and emotional development. It is the

formal teaching and care of young children.

Kindergarten is the transition period from

informal to formal literacy considering that at the age

of five every child is within the critical years in

wherein positive experiences must be nurtured to

ascertain school readiness. This is also a stage of

change, challenge and opportunity. With the increasing

focus on school readiness, many kindergarten classrooms

unfortunately bow to pressure and begin to look more

like a primary classroom. Five and six-year-old

children make great intellect leaps by allowing them to

develop their personal responsibility, self-direction,

logical thinking, physical, social, emotional,

cognitive and language domains. Kindergarten can shape

a child’s over-all outlook on and engagement in

Kindergarten Teachers conduct the Revised ECCD

Checklist twice within a school year—upon entry to

Kindergarten and towards the end of school year. The

checklist is divided into seven domains; Gross Motor,

Fine Motor, Self-Help, Receptive Language, Expressive

Language, Cognitive and Socio-Emotional. It aims to

help the Kindergarten Teachers in assessing the

progress of Kindergarten pupils, ensuring that all

lessons are being addressed to all developmental

domains of the children in the class. The checklist is

designed to describe the lessons taught addressing each

objective. It also serves as a monitoring tool to keep

track of the development status of the pupils.

One of the means to measure academic performance

is the final grades earned in every grading period. It

shows how well a student meets standards set out by the

department. Although education is not the only road to

success in this world, much effort is made to identify,

evaluate, track and encourage the progress of students

in schools. Parents are very particular about their

child’s academic performance because they believe that

good academic results will provide more career

opportunities and job security in the future. The

monitoring of academic performance fulfills a number of

purposes. Areas of achievement and failure in a

students’ academic career had to be evaluated in order

to foster improvement and make full use of the learning

Thus, the researcher conducted this study to find

out if the level of development of Kindergarten pupils

as revealed in the Early Childhood Care Development

Checklist can predict the Academic Performance of Grade

This study conceptualizes that the level of

development of the Kindergarten pupils along the seven

developmental domains is directly related to their

academic performance in grade 1.

Kindergarten is the first stage of compulsory and

mandatory formal education. Kindergarten is vital to