Enhancing the Kindergarten Learners' Mastery Level in Numeracy through Beginners Toolkit

Abstract

INTRODUCTION

The first year of life is important because what happens in early childhood can matter a lifetime (Harvard, 2009). It is now recognized that the formative years of life are the most important for learning when foundations for the future are laid. The goal of this study is to assess and enhance the Kindergarten learners' mastery level in Numeracy at Arawan Elementary School, S.Y. 2017-2018.

METHODS

The study used the quasi-experimental method of research design focusing on fourteen (14) respondents, who were identified slightly delayed and significantly delayed in their numeracy skillsbased on their ECCD (Early Childhood Development) result. The result of the report progress card who were under Beginning in their mastery level with an indicator of rarely demonstrates the expected competency and rarely participates in class activities and/or initiates independent works were taken into consideration.

RESULTS

Data showed that learners improved their mastery level in Numeracy having a consistent level with always performs task, advance in some aspect as indicator. However, there are other two competencies under the developing mastery level having an indicator of sometimes participates, minimal supervision and sometimes demonstrates the competency respectively. The researcher observed that young learners need not to be confined with just sitting and using two parts of their body in learning; rather teacher must use their five senses in learning the subject. Hence, the respondents are now capable of participating and demonstrating the basic knowledge in Numeracy (Mathematics) which is essential in entering formal schooling in Grade I.

DISCUSSIONS

Data showed that learners improved their mastery level in Numeracy having a consistent level with always performs task, advance in some aspect as indicator. However, there are other two competencies were under the developing mastery level having an indicator of sometimes participates, and sometimes demonstrates the competency respectively. Kindergarten learners are expected to have meaningful experiences using different techniques in teaching the subject like inclusion of play in learning, singing, dancing and repeated instruction.