Assessment of the Seven Developmental Domains of Five-Year Old Kindergarten Learners: Basis for the Development of Program/Projects and Activities (PPAS)

Early childhood development is crucial for equipping children with the skills needed for lifelong learning and a smooth transition into formal education. By evaluating developmental competencies, educators can pinpoint learners' strengths and devise suitable interventions that encourage comprehensive growth. This study examined the developmental status of five-year-old kindergarten students across seven developmental domains to gauge their school readiness, which served as a foundation for creating Programs, Projects, and Activities (PPAs). A descriptive-correlational research approach was utilized, involving 100 kindergarten teachers from the Tumauini South District, Division of Isabela, chosen through purposive sampling. Data collection was conducted using a researcher-developed questionnaire, validated by experts, and analyzed with weighted mean and Spearman's Rank-Order Correlation. The results indicated that learners exhibited a very high level of development across all seven domains, with an overall mean score of 3.51, showcasing well-developed gross motor, fine motor, receptive language, expressive language, cognitive, socio-emotional, and self-help skills. Additionally, the learners showed a high level of school readiness, with an overall mean of 3.44, demonstrating their preparedness for formal education. Moreover, significant positive correlations were identified between the developmental domains and the foundation for creating suitable PPAs, underscoring the significance of developmental assessment in evidence based educational planning. Based on these results, context-specific PPAs were suggested to maintain learners' developmental strengths and further enhance their skills. The study concludes that thorough developmental assessment offers valuable insights for crafting learner-centered interventions that bolster school readiness and foster the holistic development of kindergarten learners, thereby enhancing early childhood education practices.