Developmental Domains of Kindergarten Pupils using the Revised Philippine Early Childhood Development Checklist: Basis for Intervention Plan

AUTHOR(S)

MARI GOLD L. DAYRIT CHARITO C. PEREZ, EdD

ABSTRACT

——Generally, this study was conducted to assess the readiness of kindergarten pupils in developmental domains using the Revised Philippine Early Childhood Development Checklist as input for the Intervention Plan during the School Year 2024-2025. This study employed a mixedmethod approach using a sequential explanatory design. This design focused on collecting, analyzing, and mixing quantitative and qualitative data in a single study. In the quantitative phase, the respondents of this study were public kindergarten pupils of the sixteen (10) schools in Bacolor North District Division of Pampanga, with a total of 234 respondents, who were taken as the study sample. Meanwhile, in the qualitative phase, the study participants were selected kindergarten teachers who were chosen based on the researcher’s qualifications. Based on the findings, the level of readiness of Kindergarten Pupils, along with Developmental Domains, transpired an overall mean of 123.14 with a verbal interpretation of approaching readiness. The accrued least mastered competencies of kindergarten pupils across the seven (7) developmental domains were as follows: demonstrate health habits that keep one clean and sanity (65.44%), traces, copies, or write letters and numerals (63.60%), demonstrate skills needed for self-care/selfhelp such as tooth brushing, buttoning, screwing, and unscrewing lids using spoon & fork correctly (64.71%), demonstrates readiness in typing out new experiences, & self-confidence in doing task independently (65.07%), recalls details from stories/poems/songs listened to (62.09%), expresses personal interest and needs (66.44%), and lastly identify sounds of letters (using the alphabet of mother tongue (65.49%). The shared views on improving the least mastered competencies of kindergarten pupils were as follows: Multi-Sensory Learning, The Use of Developmentally Appropriate Practice (DAP), Play-based Strategy, and Reiteration of Positive Reinforcement. The Project GROW intervention plan serves as a responsive developmental plan designed to uplift kindergarten pupils’ foundational readiness. The proposed multi-sensory, playbased and DAP based lesson plans will attend to the least-mastered competencies described in the study to meet all children entering Grade 1 to learn, communicate, and care individually. Keywords: Development, Domain, Kindergarten, Intervention Plan