Education

Joefel Horca

Early Childhood Development (ECD)

Assessment: Its Effectiveness

Academic Paper
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Joefel Horca

Early Childhood Development (ECD) Assessment: Its

Effectiveness

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Early Childhood Development (ECD) Assessment: Its Effectiveness
 Early Childhood Development (ECD) Assessment: Its Effectiveness

Abstract:

This study was conducted during the school year 2020-2021 were the
COVID-19 virus was present. The study was implemented to kindergarten
pupils using the ECD toolkit. The researchers utilized the help of learning
facilitators, guardians and more knowledgeable individual available at
home. They are oriented by the researchers on how to assess and conduct
the ECD toolkit.

After the school year there were significant increase on the 3 indicators
namely Average Development with 32.7% of increased, Slight Advanced
Development 1.48% increased and Highly Advanced Development with
0.44% increased, while on there were a decrease on Significant Delay in
overall Development (12.22%) decreased and Slight Delay in overall
Development with 22.4% decreased. Therefore, the ECD conducted of
learning facilitators with the guidance of the kindergarten teachers were
effective even in pandemic time.

It was recommended that, there were areas to determine the specific

reasons of 287 pupils who were decided to withdraw on attending the
learning modality implemented by their respected schools. Conduct
another study on interventions/programs to encourage these 287 pupils
to enroll this incoming school year 2021-2022. Sustain the best practices
that helps the increase on the 3 indicators that get increase. Schools with
best practices on the conduct of their chosen learning modality are
encourage to share and empower the school with learners drop-out.
 ACKNOWLEDGEMENT

The research humble dedicate this work to the entire kindergarten

community specifically to the parents who served as learning facilitators during this
pandemic, kindergarten teachers who worked hard to implemented the learning
goals in the new normal.

The researchers would like also to extend their heartfelt gratitude to the top
management of the division of Cavite Dr. Elpidia B. Bergado the Curriculum
Implementation Division chief, the 2 equality competent Assistant School Division
Schools Superintendents Dr. Randy A. Punzalan and Dr. Galileo L. Go and to the
their Competent and supportive Schools Division Superintendent Dr. Rommel C.
Bautista.

To the kindergarten pupils who serves as an inspiration of researchers to come

up this humble work above all the almighty God who guided the researchers to
finished the study.
I. Context and Rationale

Early Childhood Education (ECE) is one of the important factors to provide

meaningful and learning opportunities to children aged 5-6 years. Department of
Education (DepEd) implemented the new education system of the Philippines from
Basic Education Curriculum (BEC) to Enhanced Basic Education Curriculum that
mandates the department to implemented the K-12 curriculum. This curriculum
includes the kindergarten stage and 12 years of education from grades 1-12 which
was divided into 4 key stages the key stage 1 (K-grade 3), key stage 2 (grade 4-
6), key stage 3 (grade 7-10) and key stage 4 (grade 11-12).

Pursuant to Republic Act No. 10157 otherwise known as “An act

Institutionalizing the Kindergarten Education into the Basic Education System and
Appropriating Funds” the Dep Ed issued an order the DepEd Order No. 21, s. 2012
“Policies and Guidelines on the Implementation of the Universal Kindergarten
Education Program” it mandates its field offices the required aged limits of
incoming kindergarten pupils in all public and private schools. This policy requires
all 5-year-old child on or before the 31st of August every year must enroll top
kindergarten as their pre requisite grade level before they can enroll to grade 1.

Recently the Dep Ed released an order the DM-CI-2020-00080 also known

as “Reiterating the Age Qualification of Kindergarten Learners as Provided for In
Dep Ed Order No. 20, S. 2018 And Guidelines On The Administration Of The
Philippine Early Childhood Development (ECD) Assessment Checklist For School
Year (SY) 2020-2021 In Light Of Covid-19 Pandemic. This department
memorandum reiterated the “Age qualification for Kindergarten learners in both
public and private schools should be five (5) years old by June 1 of every calendar
year. However, the school may consider learners entering Kindergarten who will
turn five (5) years old by the end of August on the condition that the Philippine Early
Childhood Development (ECD) Checklist must be administered to the learner prior
to the start of the opening of the school year, to ensure that the learner is capable
of meeting the expectations of the grade level. Parents may provide documentation
and/or certification of the learner's previous Early Childhood Education (ECE)
experiences (i.e., preschool, day care, pre-Kindergarten) in addition to the results
of the Philippine ECD Checklist”.

In this time of pandemic, the Division of Cavite Province implemented the

modular learning modality for all the kindergarten pupils. Kindergarten teachers
launch several teaching interventions to uphold the learning outcome of every
learning competency required for kindergarten pupils. One of the strategies
developed by teachers and school administrators is to ask the help of parents and
learning facilitators at home to help their child acquired the necessary
competencies that they need specially that before the school year ends the child
 will undergo again an assessment to measure if their child is capable doing the
tasks for the next grade level. Teach to Teach Home Learning Faci for teaching
the young leaners was one the trainings provided to home facilitators to help their
learners.
Early Childhood Development checklist is a tool that can measure the child’s
development to assess his or her readiness and shall be submitted to the grade
one teachers as a reference for the readiness of the learners.

II. Innovation, Intervention, and Strategy

The parents or home learning facilitators of learners are the one who will
administer the ECD checklist, they will be guided by their teachers on how to
accomplished the form. After the results of the ECD assessment on the first quarter
of the school year, the teacher will craft or design learning activities that can
address on the needs of the child based on their ECD assessment of what are the
domains to be enhanced throughout the period.
III. Action Research Questions

This study would like to answer the following questions:

1. What is the ECD assessment of kindergarten pupils before the start and end of school
year on the following indicators:
a. Significantly Delay in Overall Development,
b. Slightly Delay in Overall Development,
c. Average Development,
d. Slightly Advanced Development, and
e. Highly Advanced Development
2. Is there a significant difference of the ECD assessment of kindergarten pupils before
the start and end of school year?
3. What action plan may be proposed to developed the indicators that needs
intervention?

IV. Methodology

a. Participants of the study

Participants of this study are all 31,585 kindergarten pupils in the division of
Cavite Province. The ECD assessment of pupils was the primary source of data
in this study. The ECD assessment form was accomplished by the parents with
proper orientation of their teachers on how to accomplished the checklist form.

b. Data gathering Methods

The researchers asked permission from the office of the schools Division
Superintendent to allow them to administer the study. When the permission is
granted the researchers will conduct series of orientations to all kinder key
administrators in every districts, kindergarten teachers and parents or learning
facilitators of pupils on how to accomplished the forms of the study to assure
the uniformity on the methods of administration of the assessment. After the
conduct of the assessment to pupils the parents will send the assessment form
of every pupil with care and confidentiality and anonymity of the data gathered
by the researchers. Since all participants of this study are kindergarten pupils
a waiver and permission of the parents or any legal guardian of the pupils will
be asked to accomplish a form that they are voluntarily participating the study
 and at any time that they are not anymore interested to participate they are free
to withdraw their participations.
The researchers utilized the standard assessment tool for Early Childhood
Development from the central office of the Department of Education. The
checklist is composed of questions on the following domains Socio-Emotional,
Gross Motor, Fine motor, Self-help, Receptive language, expressive language
and Cognitive domain and interpreted according to Significant Delay in Overall
Development, Slightly Delay in Overall Development, Average Development,
Slightly Advanced Development, and Highly Advance Development.

c. Data Analysis
This study employed descriptive analysis of data gathered to measure the
performance of pupils before and after the conduct of ECCD assessment to
kindergarten pupils.

V. Results and Discussion

1. What is the ECD assessment of kindergarten pupils before the start and end of
school year on the following indicators:
a. Significantly Delay in Overall Development,
b. Slightly Delay in Overall Development,
c. Average Development,
d. Slightly Advanced Development, and
e. Highly Advanced Development

Table 1:

ECD Assessment of Kindergarten Pupils During the Start of The School Year

Indicators Number Percentage Rank

of Pupils
Significant Delay in overall Development 3909 12.26 3
Slight Delay in overall Development 7872 24.7 2
Average Development 19734 61.92 1
Slight Advanced Development 350 1.1 4
Highly Advanced Development 7 0.02 5
Total 31872 100

The table revealed that during the start of the school year last October 5, 2020, out of
31872 kindergarten learners there were 3909 (12.26%) Significant Delay in overall
Development, 7872 (24.7%) Slight Delay in overall Development, 19734 (61.92%), Average
Development, 350 (1.1%) Slight Advanced Development and 7 (1.02%) were Highly
Advanced Development.
Table 2
ECD Assessment of Kindergarten Pupils at the end of School Year

Number of Percentage Rank

Indicators
Pupils
Significant Delay in overall Development 12 0.04 5
Slight Delay in overall Development 726 2.30 2
Average Development 29887 94.62 1
 Slight Advanced Development 814 2.58 3
Highly Advanced Development 146 0.46 4
Total 31585 100

The table showed that at the end of school year last July 9, 2021, out of 31,585
kindergarten learners there were 12 (0.04%) Significant Delay in overall Development, 726
(2.30%) Slight Delay in overall Development, 29,887(94.62%), Average Development, 814
(2.58%) Slight Advanced Development and 146 (0.46%) were Highly Advanced Development.

2. Is there a significant difference of the ECD assessment of kindergarten pupils

before the start and end of school year?

Table 3

ECD Assessment of Kindergarten Pupils Before the Start and End of School Year

Pre Post
Number of Percentage Number of Percentage Remarks
Indicators Pupils Pupils
Difference
Significant Delay 3,909 12.26 12 0.04 12.22% Decrease
in overall
Development

Slight Delay in 7,872 24.7 726 2.30 22.4% Decrease

overall
Development
Average 19,734 61.92 29887 94.62 32.7 Increase
Development
Slight Advanced 350 1.1 814 2.58 1.48 Increase
Development

Highly Advanced 7 0.02 146 0.46 0.44 Increase

Development

Total 31,872 31,585

The results also indicates that there was a decrease of survival rate of
pupils at the start of school year there were 31,872 and it went down to 31,585
at the end of the school year. According to reports of teachers across the division
of Cavite parents of these 287 pupils decided to withdraw because of various
reasons.

VI. Conclusions

The study was also proved that with all the efforts, sacrifices and
collaborative initiatives of all individuals who contributed to the learning
outcome of kindergarten pupils. Table 3 revealed that there an increase on
the 3 indicators namely Average Development with 32.7% of increased,
Slight Advanced Development 1.48% increased and Highly Advanced
Development with 0.44% increased, while on there were a decrease on
Significant Delay in overall Development (12.22%) decreased and Slight
Delay in overall Development with 22.4% decreased.
 With this results the ECD implemented and conducted by the parents with the
help of learning facilitators is effective despite of the pandemic of COVID 19.

VII. Recommendations
After the conduct of this study and results was drawn:
x There were areas to determine the specific reasons of 287 pupils
who were decided to withdraw on attending the learning modality
implemented by their respected schools.
x Conduct another study on interventions/programs to encourage
these 287 pupils to enroll this incoming school year 2021-2022.
x Sustain the best practices that helps the increase on the 3
indicators that get increase.
x Schools with best practices on the conduct of their chosen learning
modality are encourage to share and empower the school with
learners drop-out.

3. References
Republic Act No. 10533 Enhanced Basic Education Act of 2013

Republic Act No. 10157 otherwise known as “An act Institutionalizing the
Kindergarten Education into the Basic Education System and
Appropriating Funds

DepEd Order No. 21, s. 2012 “Policies and Guidelines on the

Implementation of the Universal Kindergarten Education Program”

DM-CI-2020-00080 also known as Reiterating the Age Qualification of

Kindergarten Learners

DepEd Order No. 20, S. 2018 And Guidelines on The Administration of The
Philippine Early Childhood Development (ECD) Assessment Checklist For
School Year (SY) 2020-2021 In Light Of Covid-19 Pandemic