Dimple Medan P. Rulida (Author)

Abstract

This study assessed the early childhood development (ECD) skills among kindergarten learners in two schools within Carmen District II. It was conducted during the first semester of the 2023–2024 academic year. It aimed to investigate the effects of sex, age, and early literacy practices on learners’ Early Childhood Development (ECD) skills. The researcher selected 114 kindergarten learners and employed standardized and teacher-created questionnaires from the Division Office of Agusan Del Norte for data collection. The study focused on various ECD skills domains: gross motor, fine motor, self-help, expressive, receptive, cognitive, and socio-emotional. It used statistical tools such as frequency, percentage, weighted mean, Kruskal-Wallis, and Mann-Whitney tests for data analysis. The predominant profile of the participants included female learners aged 4 to 5. The  Early literacy practices at home received a very satisfactory rating and an in-school received an excellent rating.  ECD skills across the assessed domains were typically demonstrated average development. Researchers found significant differences in ECD skills based on sex, while age did not significantly influence ECD skills. The findings recommend increased parental communication and engagement at home to enhance early literacy, particularly in developing self-help skills. The study recommends that parents encourage their children to interact more with their surroundings to improve these skills through practical experiences. Additionally, the significant influence of sex on ECD outcomes suggests the necessity for educational strategies that address and support diverse learning needs effectively.

Keywords: early literacy, parental communication, parental engagement

DOI: http://doi.org/10.69651/PIJHSS0403338

Recommended citation:

Rulida, D.M.P. (2025). Determinants of early childhood development skills among kindergarten learners in selected elementary schools of Carmen District II. Pantao (The International Journal of the Humanities and Social Sciences), 4 (3), 3677-3686. http://doi.org/10.69651/PIJHSS0403338

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