Least Mastered Competencies of Kindergarten Learners: A Basis for the Development of Lesson Exemplars

Abstract

Early childhood education is a critical period for cognitive, social, emotional, and physical development, laying the foundation for lifelong learning and success. Recognizing the importance of inclusive and developmentally appropriate education, this study focuses on identifying the least mastered competencies of kindergarten learners to better support their holistic growth.

This study aimed to identify the competencies least mastered by kindergarten learners in the Solana North District for the School Year 2023-2024. Grounded in the principles of inclusion and the mandates of Republic Act 8980 (Early Childhood Care and Development Act of 2000), the research sought to provide a foundation for developing targeted lesson exemplars to enhance early childhood education.

Employing a mixed-methods approach, the study utilized both quantitative and qualitative data. Quantitative data were gathered through the ECCD Checklist, which assessed learners across seven developmental domains: gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social-emotional. Qualitative insights were obtained via focus group discussions with kindergarten teachers, exploring issues and concerns encountered in teaching.

Findings revealed that the least mastered competencies varied across domains. In gross motor skills, difficulties were observed in group movement activities; in fine motor skills, drawing a human figure was challenging; and in self-help, preparing meals independently was least mastered. Language domains highlighted struggles in following two-step instructions and recounting experiences using past tense. Cognitively, matching uppercase and lowercase letters posed significant difficulty, while in the social-emotional domain, persistence in the face of obstacles was least developed.

Teachers reported challenges such as addressing diverse learning needs, creating positive classroom environments, supporting transitions from home to school, managing behavioral issues, and integrating play-based learning. Concerns also included fostering early literacy and numeracy, utilizing technology, accommodating varied learning styles, and implementing authentic assessment methods.

The study concludes that targeted interventions and lesson exemplars, informed by the identified least mastered competencies, are essential for supporting holistic development in kindergarten learners. Recommendations include prioritizing these competencies in curriculum planning, providing teacher training, and conducting further research to continually improve early childhood education practices.