Author

Rhenalyn Baggay Banao*
Agbannawag Central School, Tabuk City, Kalinga, Philippines

Abstract

This study evaluated the effects of DepEd Order No. 015, s. 2025 (Policy Guidelines on the Implementation of the Kindergarten Cut-Off Age) on the developmental readiness of kindergarten learners in Agbannawag Central School, Tabuk City Division. Specifically, it examined learners’ readiness across five domains—cognitive, language and literacy, socio-emotional, physical and motor, and self-help/adaptive behavior—and compared children who met the October 31 cut-off age with those admitted under the exception clause (born between November 1 and December 31). A mixed-methods approach was employed. Quantitative data were collected using a Developmental Readiness Checklist adapted from the Early Childhood Care and Development (ECCD) Checklist, and analyzed through descriptive statistics and independent samples t-tests to determine levels of readiness and significant differences between groups. Qualitative data were gathered through semi-structured interviews with teachers and the school administrator and analyzed thematically to explore perceptions of the policy’s impact on classroom performance. Findings indicate that learners who met the cut-off age generally demonstrated higher cognitive and language readiness, with statistically significant differences observed in these domains. No significant differences were noted in socio-emotional, physical/motor, or self-help/adaptive domains, suggesting that younger entrants can competently participate in classroom routines and social interactions. Teachers emphasized the importance of scaffolded instruction, differentiated learning, and peer-assisted strategies to support younger learners. The study concludes that while age influences certain developmental domains, targeted instructional support enables all learners to achieve kindergarten readiness, highlighting the value of flexibility and inclusivity in early education policies.

Keywords: Kindergarten readiness, cut-off age policy, cognitive development, language and literacy, socio-emotional development, early childhood education, developmental assessment.

*Corresponding author/ Email: rhenalynbanao938@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502918

Recommended citation:
Banao, R. B. (2026). Evaluating the effects of DepEd Order No. 015, s. 2025 on the developmental readiness of kindergarten learners. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 484-496. http://doi.org/10.69651/PIJHSS0502918

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