Levels of competence in the learning domains of kindergarten entrants
Keywords:K-12 Program, Early Childhood Education, Preschool Curriculum, Kindergarten, Nursery, Learning Domains and competencies
Nursery is a preparation for kindergarten education. This paper deals with the gained competence of the nursery as they move up to the kindergarten program of the K-12 Curriculum in the Philippines. This study reveals that there are similarities and differences in the curriculum programs of nursery and kindergarten; that the nursery children performed very satisfactory in the learning domains on Social and Emotional; Self-Management; Perceptual and Motor; Early Math; Early Literacy; Receptive Language; and Expressive Language; and that sex is not related to the children’s ability to learn and develop the skills needed of their age. This is a quantitative-descriptive method that investigated 568 nursery children from the 29 National Child Development Centers or Day-Care Centers in the Philippines. Using documentary analysis, Levene’s test, and T-test, the study revealed the similarities and difference in the 2 programs and the levels of competence of the nursery children in the different domains of learning offered by the program showing their ability and the skills which help them move up to kindergarten. This study recommends that there should be a good transition of children from nursery to kindergarten and this can only be achieved if there is congruency of the curriculum offered by the two programs. The skills mastered by the children in nursery program should be enhanced more in the kindergarten program. Since kindergarten is an important developmental milestone for young children, it should offer children an experience to develop their skills, competence and potentials to the fullest and that a balance and holistic development of the children should be ensured.
Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32 (2015), 13-22. http://www.sciencedirect.com.
Curriculum Development Division (2009). DepEd. Standards and Competencies for Five Year Filipino Children. Philippines: Department of Education.
Early Childhood Care and Development (ECCD) Council. (2011). National Early Learning Framework. Philippines: ECCD.
Early Childhood Care and Development (ECCD) Council. (2011). Early Learning and Development Standards, Philippines: ECCD, Kostelnik.
Education for All (EFA) Global Education Monitoring Report. (2015). Education for all 2000-2015: Achievements and challenges. UNESCO Publishing 7, Place de Fontenoy, 75352 Paris 07 SP, France. ISBN 978-92-3-100085-0.
Education for All (EFA) National Review Report: Philippines. (2015). UNESCO. World Education Forum. email@example.com
Early Learning Observation and Rating Scale (ELORS). ttp://www.getreadytoread.org/news/101-elors-news
Global Child Development Group (2011). Child development series: Executive summary. The Lancet. Kingston: Global Child Development Group.www.globalchilddevelopment.org
Goldstein, P, Beverly Warde, & Paul Peluso. (2013) Children’s Readiness Gains in Publically Funded, Community-Based Pre-kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds
Heckman, J.J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31-35, 47.
K to 12 Toolkit. (2012). SEAMEO-INNOTECH. Resource guide for teacher educators, school administrators and teachers
Love, J. M., Logue, M. E., Trudeau, J. V., & Thayer, K. (1992). Transitions to kindergarten in American schools. Portsmouth, NH: U.S. Department of Education.
Organization for Economic Cooperation and Development OECD. (2012). Starting strong III:A quality toolbox for early childhood education and care.OECD Publishing. Retrieved http://www.oecd.org/edu/school/ startingstrong qualitytoolboxforearlychildhoodeducationandcare.htm#2.
Parker, E., Atchison, B., & Workman, E. (2016). State pre-k funding for 2015-16 fiscal year: National trends in state preschool funding. Education Commission of the States 50-State Review. Retrieved from http://www.ecs.org/ec-content/uploads/01252016_Prek-K_Funding_report4.pdf.
Phillips, D. A., & Meloy, M. E. (2012). High-quality school-based pre-k can boost early learning for children with special needs. Exceptional Children, 78(4), 471-490.
Sims, M. & Waniganayake, M. (2015). The performance of compliance in early childhood: Neoliberalism and nice ladies. Global Studies in Early Childhood, 5(3), 333-345. https://doi.org/10.1177/2043610615597154.
UNESCO. (2012). Expanding equitable early childhood care and education is an urgent need. EFA GMR Policy Paper, Paris.
UNESCO 2014c. EFA Global Monitoring Report 2013/14: Teaching and Learning. Paris, UNESCO.