Strengthening Parental Activities for the Readiness of Kindergarten

Abstract

INTRODUCTION

Kindergarten is crucial information of child capacities and preparedness to their entry in the grade school. However, it was observed that without the support of parents children displayed unpreparedness in Kindergarten as shown by their class attendance and status in Early Childhood and Care Development Evaluation. Strengthening parental activities would improve the readiness of Kindergarten pupils at Manuel Luis Quezon ElementarySchool.

METHODS

The proponents utilized the quasi-experimental method using pre-test-post-test one group design. In this method, the proponents administered the ECCD to the Kindergarten pupils to objectively assess their developmental milestones and the attendance of the pupils in SF2. After which, the four (4) parental interventions activities were applied such as the Information Communication Notes (I-Con), Capturing Homework Activities through Technology (CHAT), Widening Interest and Fostering Initiative for Parents (WIFI for Parents), and Growth Opportunities for Parents through Reflections and Outputs (G.O. P.R.O.).

RESULTS

Eight pupils were observed to have developmental delay and habitually absent. The lack of parent's involvement in school activities were also observed and monitored. Compared with the First Quarter, the Second and Third Quarter results show a gradual increase in the general percentage of attendance from 60% to 92.06%. At the same time, improvement of developmental status was also observed from Suggest Significant Delays in Over-all Development to Average Over-all Development. The Parental Intervention Activities (PIA) was evaluated as highly effective and 100% involvement of parents was achieved.

DISCUSSIONS

There was a remarkable improvement in the attendance and developmental status of the Kindergarten children as shown in the results of pre and post implementation of the Parental Intervention Activities (PIA).To gain maximum benefits in an education system, the learning should not be solely left to the student-teacher relationship but should be extended to include active parental involvement among other education stakeholders.