SCHOOL READINESS OF THE PRESCHOOL PUPILS OF ST.

IGNATIUS

LEARNING CENTER, XAVIER HEIGHTS CAGAYAN DE

ORO CITY FOR SCHOOL YEAR 2010-2011

A Junior Thesis
Presented to the Faculty of
The School of Education Xavier University
(Ateneo de Cagayan) Cagayan de Oro City

In Partial Fulfillment
Of the Requirements of the subjects
ECP 32: Directed Study in Early Childhood Education

By

Berro, Kristyle V.

Semaña, Giraldyne D.

Tomboc, May Rose F.

November 27, 2010

 APPROVAL SHEET

This junior thesis entitled: “SCHOOL READINESS OF THE PRESCHOOL

PUPILS IN ST. IGNATIUS LEARNING CENTER, XAVIER HEIGHTS CAGAYAN
DE ORO CITY FOR SCHOOL YEAR 2010-2011” prepared and submitted by
Kristyle V. Berro and Giraldyne D. Semaña and May Rose F. Tomboc in partial
fulfillment of the requirements for the subject ECP 32: Directed Study in Early
Childhood Education, has been examined and is recommend for Oral
Examination

MYRNA T. MIÑOZA, M.A

Adviser

Accepted and approved in partial fulfillment of the requirements for the subject

ECP 32: Directed Study in Early Childhood Education

Lourdes G. Tolod, PhD

Dean, School of Education
 TABLE OF CONTENTS

Page

APPROVAL SHEET ii
TABLE OF CONTENTS iii

CHAPTER

I THE PROBLEM

Introduction 1
Conceptual Framework 4
Schematic Diagram 5
Statement of the Problem 6
Significance of the Study 6
Scope and Delimitation of the Study 7
Definition of Terms 7
II REVIEW OF RELATED LITERATURE
III RESEARCH METHODOLOGY
Research Design 15
Research Setting 15
Respondents and Sampling Procedure 16
Data Gathering Procedures 17
Statistical Instrument 17
Scoring Procedure 18
IV DATA ANALYSIS AND INTERPRETATION OF DATA
The Profile of Responses in General 19
Interpretation of Data 21
V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 28
Findings 30
 Conclusions 31
Recommendations 32

BIBLIOGRAPHY
APPENDICES
A LETTER OF APPROVAL

B INTERVIEW SHEET

C SCHOOL READINESS OBSERVATION LOG

D NARRATIVE REPORT

E CURRICULUM VITAE

iii
 Chapter 1

THE PROBLEM

Introduction

St. Ignatius Learning Center, preschool children range from four to six

years old is at the stage of school readiness. When the new school year starts

most children may have the experiences of adjustment in the school especially in

the environment. These adjustments may take the effect upon the school

readiness of children.

School readiness is referred to children when they are able to be ready to

go to school. In discussions of preschool programs, school readiness is a major

topic of debate. Raising entrance ages for admittance to kindergarten is based

on the reasoning that many children are not ready, and teachers have difficulty in

teaching them.

For most parents, readiness means that their children have the knowledge

and abilities necessary for success in preschool and for getting ready for the

kindergarten. Kindergarten teachers believe that there are important factors for

kindergarten readiness. According to Morrison, these factors are: (1) physically

healthy, rested, and well nourished, (2) able to finish task, (3) can count to twenty

or more, (4) takes turns and shares, (5) has good problem-solving skills, (6) is
 2

enthusiastic and curious in approaching new activities, (7) is able to use pencils

and paintbrushes, (8) is not disruptive of the class, (9) knows the English

language, (10) is sensitive to other children’s feelings, (11) sits still and pays

attention, (12) knows the letters of the alphabet, (13) can follow directions, (15)

identifies primary colors and basic shapes, and (16) communicates needs,

wants, and thoughts verbally in child’s primary language.

Tan also suggested that a child’s readiness to begin schooling has a

difference between in readiness to learn and readiness to go to school. Tan also

noted the developmental pediatricians’ description of readiness for learning as:

(1) the level of development when the child is more receptive to learning specific

materials, (2) the age at which an individual has this specified capacity, and (3)

readiness to learn, however, may not guarantee readiness to go to school.

Tan stated that readiness for school means a standard of physical,

intellectual, and social development that enables the child to fulfill school

requirements and to assimilate school conventions. Although there are no hard

and fast rules, developmental pediatricians have formed some simple guidelines

in determining school readiness: (1) readiness to be separated from the parent

for three hours, (2) ability to express needs and ideas to others, (3) ability to

listen to a story and re-tell events, (4) increased sociability. Ability to join in songs

and know simple ones, (5) ability to cut with scissors, (6) toilet training. At least

be able to say that he needs to go to the bathroom, (7) can follow simple
 3

directions, (8) can recognize basic colors and shapes, and (9) can run, skip, hop,

and jump.

According to Morrison, the NAEYC has adopted the following position

statement on school readiness: The National Association for the Education of

Young Children (NAEYC) believes that those who are committed to promoting

universal school readiness must be committed to: (1) addressing the inequities in

early life experience so that all children have success to the opportunities which

promote success, (2) recognizing and supporting individual differences among

children, and, (3) establishing reasonable and appropriate expectations of

children’s capabilities upon school entry.

According to Cook, families and communities play critical roles in helping

children get ready for school. Schools can improve the readiness of young

children by making connections with local child care providers and preschools

and by creating policies that ensure smooth transitions to kindergarten. Children

entering kindergarten vary in their early experiences, skills, knowledge,

language, culture, and family background. Schools must be ready to address the

diverse needs of the children and families in their community and is committed to

the success of every child.

 4

Conceptual Framework

This study is anchored on the concept that the school readiness of the

child will likely be on their appropriate time of learning and the decisions of their

parents to let them go to school. (Fisher, Julie Starting From The Child.

Philadelphia: Cromwell Press Limited, Frowbridge. 2002)

The children are ready to learn if learning is adapted to the intellectual

proclivities of children whereas their general knowledge and grasping of

information as well. Once again, we are drawn to the behaviors of parents and

caregivers who appear to make these adaptations instinctively. Parents adapt

naturally to their child’s intellectual tendencies, attributing consciousness and

intentionality to their child’s actions from the very beginning of his or her life

(Stern, 1985).

Children’s school readiness may have to do something of learning when

their cognitive disposition is to be taught are matched. Parents may make this

match instinctively knowing, as they do, so much the body of beliefs,

expectations and assumptions that their child brings to a learning situation.

 5

Independent Variable Dependent Variable

Pupil’s Profile School Readiness Skills

 Gender  General
 Age Knowledge Skills
 Year Level  Self- knowledge
Skills
 Physical Skills
 Social Skills

Figure 1.1 Schema showing Independent variable and Independent variables of

the study.
 6

Statement of the Problem

This study proposed to investigate the School Readiness of Preschool pupils.

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Grade Level?

2. What are the characteristics of the respondents in terms of:

2.1 General Knowledge Skills

2.2 Self- knowledge Skills

2.3 Physical Skills

2.4 Social Skills?

Significance of the Study

The result of the study will be useful for the administrators, teachers,

pupils and parents.

To the Administrators it will minimize the number of drop-outs and

assess if the child is ready to school and to reduce the numbers of first grade

failures and reduction of number failures throughout elementary the elementary

school years.
 7

To the Teacher the result of the will be used in guiding the pupil and to

provide assistance so that they will be able to cope with the things they need.

To the Parents the result of the study is for the parents not to hurry their

child to go to school.

To the Pupils the result of the study is for the children to have a higher

achievement levels through the school years.

Scope and Delimitation of the Study

This study dealt with the school readiness of pupils in terms of age,

gender and grade level. This study also dealt with the characteristics of school

readiness in terms of general knowledge, physical skills, self-knowledge skills

and social skills. The study is delimited only at St. Ignatius Learning Center with

43 respondents specifically 19 Nursery pupils, 9 Kinder 1 pupils, and 15 Kinder 2

pupils in School Year 2010- 2011.

Definition of Terms

The following operational definitions one intended to contribute to a better

understanding of some important terms that frequently occur in this research.

Age- refers to the respondents, ranges from 4, 5 and 6 years old.

Grade Level- this refers to the child’s level of attainment

 8

School Readiness- this refers to the readiness of the child to enter school and

educationally based environment to process the learning on how to do things

independently.

General Knowledge- this refers to the child’s identification within his/her

environment.

Physical Skills- refers to the condition of the respondents in terms of movement:

fine and gross motor skills.

Self- Knowledge- this refers to the child basic information of his/her self.

Social Skills- refers to the condition of the respondents in terms of interacting

with peers, teachers, parents and guardians.

 Chapter 2

REVIEW OF RELATED LITERATURE

For further discussions about the school readiness of children the

general characteristics were described as General Knowledge, Self Knowledge

Skills, Physical Skills, and Social Skills.

The idea that children should be “ready” for early childhood school is

relatively new. The word ready comes from the Anglo-Saxon and originally

pertained to riding, not school. Educators first began to apply the term readiness

to children in the late 1920s and early 1930s as a result of studies by Dr. Arnold

Gesell, founder of the Guidance Nursery at Yale. Gesell believed that each child

passes through fixed developmental stages that are not necessarily related to the

child’s chronological age. Rather each child progresses through each stage at his

or her own rate. Any attempt to train a child to sit, talk, or read before that child

was developmentally ready was useless, and perhaps even harmful.

(Butterworth, 1992)

On the average, children start preschool between three and four

years old – some start earlier or later depending on the child’s readiness to go to

school. A child’s readiness to begin school is not determined by age alone. There

is a difference between readiness to learn and readiness to go to school.

Developmental pediatricians would describe readiness as:

1) the level of development when the child is more receptive to

learning specific materials

2) the age at which an individual has this specified capacity

 10

3) readiness to learn, however, may not guarantee readiness to go

to school.

The three conjectures of readiness that are stated is that readiness

of school has standard of physical, intellectual, and social development that

enables the child to fulfill school requirements and to assimilate school

conventions. (Tan, 2002)

In discussions of preschool and kindergarten programs, school

readiness is a major topic of debate. Raising entrance ages for admittance to

kindergarten and first grade is based on the reasoning that many children are not

ready, and teachers therefore have difficulty teaching them. The early childhood

profession is reexamining “readiness,” its many interpretations, and the various

ways the concept is applied to educational settings and children. (Morrison,

2001)

Most schools admit kindergarten, children who are four years nine

months when school opens in the fall. Variations do exist among communities,

with some systems admitting children at a younger age. As young as four years

three months, and others requiring that the child reach his fifth birthday before

entering kindergarten. The question of school entrance age is of vital concern to

parents and to educators. (Mindess, 1972)

How well children settle into school can have implications for their long

term education, says Dr. Kay Margetts, a lecturer and early childhood education
 11

at the University of Melbourne. “It’s about moving from a friendly environment at

preschool or home to one where the child ratio is very different,” she says. “More

independence is required, the physical setting is bigger and there are more rules

and many more children from different backgrounds. Also, school is about

interacting with others and considering their needs, cooperation, controlling your

responses and behaving in an appropriate way, not just reading and writing.

(Cook, 2002)

School readiness of a child can be of parents’ faults if they push their

child to go to school if they are responsible enough in doing school activities only

to find out if he can manage himself to his social environment. Many parents

agonized over this decision, often running to preschool and prep teachers,

caregivers and other parents for advice. While there is no simple answer, it’s

generally agreed that children must be socially and emotionally mature enough to

cope with the extra demands of school, regardless of their age. But each child

develops at a different rate, and many will undergo huge changes between now

and next year. (Cook, 2002)

Mannheim believed, as most sociologists do, that people generally live

their lives by habit. They tend to have routine ways of doing things and habitual

ways of seeing and defining the world. These habits of thought, which Mannheim

called ideologies, have immense power because they are shared with others and

are built into the structural assumptions of institutions. For this reason, few
 12

people stray very far from the definition s of reality. When Mannheim talks about

the readiness to see beyond the matters at hand, a preparedness to see the

whole situation. The task then is to pull back the ideological tarpaulin of human

beings spread across their lives and view the marked reality that lies beneath it.

(Webb, 1989)

School districts have offered a guide on to children’s intuition on

school readiness. Whether possible if there is a program for orienting the children

before the kindergarten year begins.

There are many ways of orienting entering kindergarten children and

their parents to school. Some schools plan a visit wherein children visit

kindergarten room for an hour or so while their parents talk with the principal,

school nurse, school psychologist and other team members. In some school

districts a short screening assessment is administered to each incoming student.

At this time, parents are sometimes asked to fill out an information sheet on their

child. This visit is carefully planned and is not a time when the class shows their

visitors all the things they know how to do; instead, the teacher, with the

assistance of the class, might share some of the regular activities with the

visitors. These might include working the puzzles and blocks, creating a picture,

and singing songs. Serving juice and cookies and having story time is a good

way to end the visit to the kindergarten. (Ramsey, 1980)

 13

The situations on school readiness of children’s motivation. Motivation in a

sense of combining external and internal margins to get the child gain for school

readiness and found out that this school readiness in connection to motivation

and its benefits for both the parents and child if he should get home visits before

the school begins.

According to Tulio (2000), it is apparent that General Knowledge skills

have the principle of intelligence and some means of measuring the intelligence

level of their pupil if they are to present meaningful learning experiences. General

intelligence is made up of several primary mental abilities. The primary mental

abilities are: ability to do arithmetic problem, verbal meaning, spatial perception,

word fluency, memory, and perceptual speed. These abilities however are

independent to one another. On the other hand, those children who are identified

as academically weak may need extra help in discovering the solution to various

problems they are required to solve.

Home visits are one way fore children, parents, and teacher to get

acquainted. Some teachers visit the children’s homes within the days allotted

before the opening day of school. These kinds of visits are time-consuming but

often very rewarding. Some parents are pleased to have teachers come to their

homes – others are hesitant and reluctant. If home visits are made, the time for

the visit should be mutually agreed on by you and the parents. Home visits

should not be lengthy, drawn-out affairs. Visits are a time for getting acquainted

and sharing information. In some school districts kindergarten handbooks are

 14

distributed to the parents at this time. Handbooks could also be given to parents

at registration or orientation time. (Ramsey, 1980)

Children’s school readiness is a success of entering the school into an

appropriate age. This debate has association to the district school programs such

as the public and private kindergarten schools.

In the United States, about 98 percent of children attend kindergarten

prior to entering the first grade, but the exact date by which a child must have

turned five in order to be eligible for that year’s enrollment varies from state to

state. Recently many states concerned about early failure or lack of readiness

that children must turn five by September of the school year, rather than by the

usual December date. (Calkins, 1997)

 Chapter 3

Research Methodology

This chapter presents the methods and procedure used in the study. It

includes discussion of the research setting, research sitting, respondents and

sampling procedure, data gathering and instrument procedure, statistical

instruments, statistical treatment of data, frequency and percentages and scoring

guidelines.

Research Design

In this study, the researchers used a descriptive case study approach.

Descriptive study refers to a type of educational research which deals with the

prevailing condition according to Travers (1978) as cited by Miñoza (2008). It is

descriptive because the study is intended to conduct a survey on the

characteristics of the respondents.

Research Setting

The research was conducted in St. Ignatius Learning Center in

Cagayan de Oro City. St. Ignatius is located at Block 22, Lot 2 Xavier Heights

Subdivision Upper Balulang Cagyan de Oro City.

 16

Respondents and Sampling Procedures

Since one of the means of acquiring data needed for the study is through

observation, the researchers made use of purposive sampling in determining the

respondents of the study. Purposive sampling consists of individuals who have

special qualifications of some sort or are deemed representative on the basis of

prior evidence (Fraenkel, 2007). The researchers made use of observation and

checking on the school readiness checklist to gather evidence on the

qualifications such as the characteristics of school readiness.

This private school is one of the non-sectarian schools in Cagayan de Oro

City. They offer Nursery, Kindergarten I & II and complete elementary and high

school. It is a typical type of school and is located at Block 66, Lot 2 Xavier

Heights Cagayan de Oro City.

Table 1 below shows the total population of the Preschool pupils ( Nursery,

Kinder I & II) for the School year 2010- 2011

Table 1

Distribution of Respondents by Class

Level Population
Nursery 19
Kinder I 9
Kinder II 15
Total 43

17

Date Gathering Procedures

 The researchers asked permission from the Directress of Saint Ignatius

Learning Center to conduct the study. The researchers initially conducted a

discussion with the principal in charge regarding the procedure of the study and

the instrument that was used.

The researchers first floated the respondents using the School readiness

Observation Log and Face-to-face Interview Guide. When the observation was

gathered, the researchers then preceded to the face- to- face interview with the

pupils which was followed by observation of the pupils. The observation of the

respondents were done inside the classroom during their free play, individual or

group activity, snack time and class time in two consecutive weeks.

In addition to the observation data, the researchers made some field notes

in the course of the observation. It contained the day to day account of the

observation that was considered relevant to the study. This was done in order to

capture some behaviors that were not observed during the use of the

questionnaire.

Statistical Instruments

For better resulting the analysis, organization and interpretation of the

data gathered, the following statistical tools were used to process the data

gathered in the study.

18
 For problems one, frequency and percentage distribution were used. For

problems two, frequency, percentage and mean distribution were likewise

employed to describe the general knowledge skills, physical skills and social

skills.

Scoring Procedure

After some series of reading, the researchers prepared the following

scoring system

For the School Readiness Observation Log, the score was interpreted as

follows:

Average Score Description

4.80- 5.00 Almost Always

3.80- 4.79 Generally

2.80- 3.79 Sometimes

1.80- 2.79 Seldom

1.00- 1.79 Rarely

Chapter 4
 DATA ANALYSIS AND INTERPRATION OF DATA

This chapter presents the findings, analysis and interpretation of the data

relevant to the questions posed in this study. The collected data were organized

and presented according to the order of the research questions in the statement

of the problem found in Chapter 1.

Problem No.1

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Year level?

Table 2
Frequency and Percentage Distribution of the Gender of Respondents
Gender Frequency Percentage

Male 20 46.5

Female 23 53.5

Total 43 100.0

Table 1 shows the Frequency and Percentage of male and female

respondents. The total number of respondents was 43. It occurs that more of the

female respondents responded the indicators followed by males.

20
 Table 3
Frequency and Percentage Distribution of the Age of Respondents
Age Frequency Percentage

4 years old 18 41.9

5 years old 9 20.9

6 years old 15 34.9

7 years old 1 2.3

Total 43 100.0

Table 2 shows the frequency and percentage of the age group of the

respondents. There are more four years old respondents followed by five years

old, six years old, and seven years old.

According to Tan (2002), children start preschool between three and four

years old – some start earlier or later depending on the child’s readiness to go to

school.

Table 4
Frequency and Percentage Distribution of the Grade Level of Respondents

Grade Level Frequency Percentage

Nursery 19 44.2

Kinder 1 9 20.9

Kinder 2 15 34.9

Total 43 100.0

21
 Table 3 shows the grade level of the respondents. The Nursery has the

highest total number followed by Kinder 2 and Kinder 1.

According to Morrison (2005), school readiness includes a child’s ability,

as a given time to accomplish activities and engage in process associated with

schooling, whether nursery school and kindergarten. School readiness does not

exist in the abstract – it must relate to something. School readiness is measured

against the process of formal schooling. Children’s lack of school readiness may

be considered a deficit and detriment because it indicates a lack of what is

needed for success in nursery and kindergarten.

Problem No.2

2. What are the characteristics of the child in terms of:

2. 1 General Knowledge Skills

2.2 Physical Skills

2.3 Social Skills

2.4 Self-Knowledge Skills?

Table 5
Mean Distribution of the Preschool Pupils Characteristics of General
Knowledge Skills for the School Readiness
Range Description Frequency Percentage
4.70- 5.00 Almost always
3.70- 4.69 Generally 7 16.3
2.70- 3.69 Sometimes 36 83.7
1.70- 2.69 Seldom
1.00- 1.69 Rarely
Total 43 100.0
Mean: 3.4
Description: Sometimes
22
Standard Deviation: 0.68
Indicator: Mean Description

1. The child is curious and eager to learn 3.46 Sometimes

2. The child names familiar objects and their uses 3.54 Sometimes
(e.g. chair, spoon, soap)
3. The child identifies some common animals 3.56 Sometimes
( e.g. dog, cow )
4. The child identifies some zoo animals 3.54 Sometimes
( e.g. monkey, elephant, bird)
5. the child names familiar places and explains their 3.25 Sometimes
uses ( e.g. store, playground)
6. The child knows and identifies familiar people 3.67 Sometimes
by name
7. the child understands words for how things feel 3.21 Sometimes
( e.g. hard, soft, hot, cold)
8. The child understands words for how things move 3.28 Sometimes
( e.g. fast, low, stop, go)

Table 4 shows the Mean Distribution of the Preschool Pupils

Characteristics General Knowledge Skills for the School Readiness. Most of the

36 respondents responded Sometimes which is 83.7 per cent. It is indicated that

they were curious and eager to learn, names familiar places and explains their

uses (e.g. store, playground), and understands words for how things move (e.g.

fast, low, stop, go).

According to Tulio (2000), it is apparent that General Knowledge skills

have the principle of intelligence and some means of measuring the intelligence

level of their pupil if they are to present meaningful learning experiences. General

intelligence is made up of several primary mental abilities. The primary mental

abilities are: ability to do arithmetic problem, verbal meaning, spatial perception,

word fluency, memory, and perceptual speed. These abilities however are

23
independent to one another. On the other hand, those children who are identified

as academically weak may need extra help in discovering the solution to various

problems they are required to solve.

Table 6
Mean Distribution of the Preschool Pupils Characteristics of Physical Skills
for the School Readiness
Range Description Frequency Percentage
4.70- 5.00 Almost always 1 2.3
3.70- 4.69 Generally 5 11.6
2.70- 3.69 Sometimes 33 76.8
1.70- 2.69 Seldom 4 9.3
1.00- 1.69 Rarely
Total 43 100.0
Mean: 3.25
Description: Sometimes
Standard Deviation: 0.73

Indicator: Mean Description

1. The child walks in a straight line 3.62 Sometimes
2. The child can sort and match items according 3.03 Sometimes
to simple attribute (size, function, and colors)
3. The child is able to maintain attention in a group 2.86 Sometimes
setting.
4. The child draws and recognize picture of their 3.25 Sometimes
family.
5. The child names basic shape and colors 3.12 Sometimes
6. The child is able to count out objects 3.60 Sometimes
from 1 to 10.

Table 5 shows the Mean Distribution of the Preschool Pupils

Characteristics of Physical Skills for the School Readiness. Most of the 33

respondents responded Sometimes which is 76.8 per cent. It is indicated that

they can walk in a straight line, can draw and recognize picture of their family,

and able to count objects from one to ten.

24
 According to Lowfrey (2001), four year old children had an isolated

movement of the body gives an impression of greater suppleness of the joints.

The child can button clothes and put on his shoes but cannot tie his laces for

sometime yet. While on the five year old children, they act more like an adult.

They had locomotion and carriage has become more stable. Meanwhile on the

six year old children, they are very lively but rather restless and develop a kind of

“tool consciousness.”

Table 7
Mean Distribution of the Preschool Pupils Characteristics of Social Skills
for the School Readiness
Range Description Frequency Percentage
4.70- 5.00 Almost Always
3.70- 4.69 Generally 2 4.7
2.70- 3.69 Sometimes 40 93
1.70- 2.69 Seldom 1 2.3
1.00-1.69 Rarely
Total 43 100.0

Mean: 3.13
Description: Sometimes
Standard Deviation: 0.70

Indicator: Mean Description

1. The child is confident enough to explore 3.12 Sometimes

And try new things.
2. The child can separate from parents 3.03 Sometimes
Easily without being upset.
3. The child can comply with requests to 3.20 Sometimes
finish an activity when requested.
4. The child can share his/her own toys to other 2.96 Sometimes
children
5. The take turns in a small group without 3.0 Sometimes
assistance
6. The child has reasonable control over 2.98 Sometimes
emotions.
7. The child can stand up for himself/herself in 3.56 Sometimes
25
the playground.
8. The child learns to sit quietly and pays 3.56 Sometimes
attention

Table 6 shows the Mean Distribution of the Preschool Pupils

Characteristics of Social Skills for the School Readiness. Most of the 40

respondents responded Sometimes which is 93 per cent. It is indicated that they

were confident enough to explore and try new things, can separate from parents

easily without being upset, can share his/her own toys to other children, take

turns in a small group without assistance, and learn to sit quietly and pay

attention.

According to Tulio (2000), children Social adjustment is desirable and

necessary. As the individual emerges from the sheltered life within the home

toward an additional needs and wants appear. Boys and girls differ widely in their

social adjustment due to varying circumstances and conditions in the

environment, social conditions, economic conditions, personal defects or

laminations, incompatible needs producing internal conflicts and conflicts

between ideals and certain needs of young individuals.

26
 Table 8
Percentage Distribution of the Preschool Pupils Characteristics of Self
Knowledge Skills
Indicators Frequency Percentage
1.Knows full name 43 100.0
2. Knows age 43 100.0
3. Knows Father’s name 43 100.0
4. Knows Mother’s name 43 100.0
5.Knows where he/she live 38 88.37
6. Knows brother’s name 41 95.34
7. Knows sister’s name 41 95.34
8. Knows when her/his 38 88.37

birthday
Mean: 41.25

Table 7 shows the Percentage Distribution of the Preschool Pupils

Characteristics for Self Knowledge Skills. In the first column there were eight

indicators classified as (1) Knows full name, (2) Knows age, (3) Knows father’s

name, (4) Knows mother’s name, (5) Knows where he/ she lives, (6) Knows

brothers name, (7) Knows sister’s name, and (8) Knows when his/ her birthday.

The majority responses signified as Yes also known as the highly response of the

respondents. The minor responses signified as No also known as the less

response of the respondents. There were a 100 per cent on respondents

responses on (1) Knows full name, (2) Knows age, (3) Knows father’s name, and

27

(4) Knows mother’s name.

According to Woolfolk (1998), self knowledge is knowing yourself

intimately. It involves knowing your thoughts and feelings, how they came about,

and how they influence your behavior. It is about understanding your needs,
desires, motivations, beliefs, views and values. Self-knowledge is a prerequisite

of self-consciousness not to be confused with consciousness as a raw subject

alongside self-awareness. However, self-awareness may in itself be a necessary

condition for self-knowledge to be sought after and developed in the first place. In

short, it is about knowing how you tick and what makes you tick.

Chapter 5

Summary, Findings, Conclusion and Recommendations

This chapter presents the summary, conclusion, and recommendations of

the study based on the data presented.

Summary

The main purpose of the study was to determine the school readiness of

the children in terms of age, gender, grade level and their characteristics in

school readiness. This also sought to investigate whether the indicators that

relate to school readiness behaviors of the preschoolers. Specifically, the study

aimed to answer the following questions: 1.) What is the profile of the

respondents in terms of gender, age, and grade level? 2.) What are the

characteristics of school readiness of respondents in terms of General

Knowledge, Self- Knowledge Skills, Physical Skills, and Social Skills?

Based on the problems mentioned above of the study, the following

response on Gender profile of the respondents that there are more female

respondents. On the age group profile of the respondents, there are more four

years old respondents followed by five years old, six years old, and seven years

old. And on the grade level profile of the respondents, the Nursery has the

highest total number followed by Kinder 2 and Kinder 1.

On General Knowledge Skills for the School Readiness of children, most

of the 36 respondents responded Sometimes which is 83.7 per cent. It is

29

indicated that they were curious and eager to learn, names familiar places and

explains their uses (e.g. store, playground), and understands words for how

things move (e.g. fast, low, stop, go).

 On Physical Skills for the School Readiness of children, most of the 33

respondents responded Sometimes which is 76.8 per cent. It is indicated that

they can walk in a straight line, can draw and recognize picture of their family,

and able to count objects from one to ten.

On Social Skills for the School Readiness of children, most of the 40

respondents responded Sometimes which is 93 per cent. It is indicated that they

were confident enough to explore and try new things, can separate from parents

easily without being upset, can share his/her own toys to other children, take

turns in a small group without assistance, and learn to sit quietly and pay

attention.

On Self-Knowledge Skills for the School Readiness of children, there were

eight indicators classified as (1) Knows full name, (2) Knows age, (3) Knows

father’s name, (4) Knows mother’s name, (5) Knows where he/ she lives, (6)

Knows brothers name, (7) Knows sister’s name, and (8) Knows when his/ her

birthday. The majority responses signified as Yes also known as the highly

response of the respondents. The minor responses signified as No also known

as the less response of the respondents. There were a 100 per cent of the

respondents responses on (1) Knows full name, (2) Knows age, (3) Knows

father’s name, and (4) Knows mother’s name.

30

Findings

The following findings were drawn from the study:

1.) Majority of the respondents are the females or 53.5%. It occurs that more

of the female respondents responded the indicators followed by males.

2.) Based on the data of the age of respondents, 41.9% of the respondents

are four year olds followed by 34.9% are six year olds, 20.9% are five year

olds, and 2.3% are seven year olds.

3.) Based on the data of the grade level of the respondents, 44.2% of the

respondents are nursery followed by 34.9% are kinder 2 and 20.9% are

kinder 1.

4.) In terms of General Knowledge, the data showed most of the respondents

responded “sometimes” which is 83.7% and it is indicated that they were

curious and eager to learn, names familiar places and explains their uses

(e.g. store, playground), and understands words for how things move (e.g.

fast, slow, stop, go).

5.) In terms of Physical Skills, the data showed most of the respondents

responded “sometimes” which is 76.8% it is indicated that they can walk in

a straight line, can draw and recognize picture of their family, and able to

count objects from one to ten.

6.) In terms of Social Skills, the data showed most of the respondents

responded “sometimes” which is 93% it is indicated that they were

31

confident enough to explore and try new things, can separate from parents

easily without being upset, can share his/her own toys to other children,
 take turns in a small group without assistance, and learn to sit quietly and

pay attention.

7.) In terms of Self Knowledge Skills, the data showed most of the

respondents responded: 1.) Knows full name which is 100%, 2.) Knows

age which is 100%, 3.) Knows Father’s name which is 100%, and 4.)

Knows Mother’s name which is 100%, 5.) Knows where he/ she lives

which is 88.37%, 6.) Knows brother’s name which is 95.34%, 7.) knows

sister’s name which is 95.34%, and 8.) Knows when her/his birthday which

is 88.37%.

Conclusion

Children are apt to get off to a better start in school if they enter

Kindergarten with certain basic skills and attitudes, as well as some general

knowledge about the world. Turning four does not mean to make a child ready for

school. Birth date frequently controls the decision about who should enter school

and in which grade. In St. Ignatius Learning Center, policies states that a child

who is going to turn four during the school year by either January 1 to July 30

should enter in Kindergarten of the school year.

The child’s experience in school will make a difference in how he feels

about learning, socializing, and future schooling. The crucial factor that

32

determines whether a child will do well or poorly in school is not how

aggressively they are pushed early on but rather an enthusiasm for learning.
 Time alone will not immunize against school problems, but the readier

the child and the more learning that he experienced, the greater his chance of

success.

Recommendations

The following should address to:

1. School Administrator: that they should have full attention to their

students who are entering Grade 1 and admissions tests are

required for them. The use of assessments should be

appropriate for the Grade 1 level.

2. Teachers: They should not stop their students for being curious.

That they should have effective teaching strategies and they

should be approachable. They should not hurry their children to

go to school.

3. Parents: That they should encourage their children to go to

school and let their children explore things.

4. Students: That they should be their self. That they should enjoy

learning and enjoy what they are doing.

Bibliography

Calkins, Lucy. Raising Lifelong Learners: Aparents’ guide.Canada, United

States: Addison Wesley Longman, Inc., 1997.
Neadhey, Meith.Education in the Kindergarten. USA.1948

Brown, Carl. Looking, Listening and Learning: Observing and Assessing Young
readers. Toronto, Canada, USA: Hignell Printing Ltd., 1993.

Machaob, Jeanne N. Early Childhood Experiences in Language Arts.

USA:Delmar Publishers Inc.1985.

Krogh, Suzanne L. Educating Young Children.USA: Mccraw Hill, Inc., 1994

Fraenkel, Jack R. How To Design And Evaluate Research In Education, Sixth

Edition. New York, U.S.A.. The McGraw-Hill Companies. 2007.

Lundsteen, Sara Wynn and Tarrow, Norma Bernstein. Guiding Young Children’s
learning: A comprehensive Approach to Early Childhood Education.
USA: McGraw- Hill, Inc., 1981

Tacluyan, Myrna Q. Television Viewing Behavioral Tendencies, Parental Factors

and Other Demographic Variables Among Preschool Pupils: Basis
For Enhanced Parental Program. Cagayan de Oro City, Philippines.
Lourdes College. 2008

Webb, Rodman B. and Robert R. Sherman. Schooling and Society.866 Third

Avenue, New York: Macmillan Publishing Company.1989

Ramsey, Marjorie E. and Bayless, Kathlessn M. Kindergaten Programs and

Practices.11380 Westline Industrial Drive, St. Louis, Missouri, United
States: The C.V. Mosley Co., 1980.
Cohen, Dorothy H. and Marguerita Rodulph. Kindergarten and Early Schooling.
Englewood Cliffs, New Jersey, United States of America: Prentice-
Hall, Inc., 1977

Mena, Janet G. Foundation: Early Childhood Education in a Diverse Society.

USA: Magfield Publishing Company.1998
Naubauer, Dorothy. Those First School Years. Washington.1960

Hymes, James. Teaching the child under Six. Columbus, Ohio: Bell & Howell
Company, 1974.

Kyte, George C. The Elementary School Teacher at Work. New York, United
States of America: The Dryden Press, Inc. 1957.

Vail, Priscilla L. Smart Kids with School Problems: Things to know and Ways to
Help. New York, New York: Penguin Books USA, Inc.,1987.

Mindess, David and Mindess, Mary. Guide to an Effective Kindergarten Program.

West Nyack, New York:Parker Publishing Company, Inc., 1972

Morrison, George S. Early Childhood Education Today 8 th Edition. United Staes

of America: Prentice- Hall,Inc., 2001.

Butterworth, Diana. Your Child’s First School: AHndbokok for Parents. USA:
Walker Publishing Company, Inc., 1992.

Fisher, Julie. Starting from the Child. Philadelphia: Cromwell Press Limited,
Trowbridge.2002

Tan, Linda. Is your child Ready for School?. Philippines: Mega Magazines and
Publications, 2002
Lowfrey, George, Growth and Development of Children. Chicago, USA. Year

Book Medical Publishers, Inc., 2001

Tulio, Lovely. Foundations of Education. Mandaluyong City, Philippines. Cacho

Hermanos Inc., 2000

Woolfolk, Anita. Educational Psychology. Massachusetts, USA. A Viacom

Company., 1998

Appendix A

Ms. Imee Perez

Principal
Saint Ignatius School
Block 60, lot- 2 Xavier Heights
Cagayan de Oro City

Dear Ma’am:

Greetings of Peace!

We, the 4th year Education students of Xavier University- Ateneo de Cagayan de Oro, Major in
Preschool Education, are currently conducting a research study on children’s school readiness.

Since our study deals with preschoolers, we thought of them as our possible respondents, we will
be particularly dealing with the Nursery, Kinder 1 & 2.Below is our proposed course action:
a. We will be directly observing the preschool pupils in relation to their school
readiness based on the indicators specified in School readiness observation log.
The observation schedule will arranged upon the approval of this request.
b. We will be asking the preschool pupil’s information about themselves to see their
self- knowledge.

In line with this we would like to ask your permission to allow us to gather the data necessary for
the analysis and completion of our study.

We will assure you of the complete confidentiality of the data you gathered. We will also send to
you the results of the study hoping it will be beneficial to your institution.

We are hoping for a favorable response. Thank you very much.

Respectfully yours,

Kristyle Mae V. Berro

Researcher

Giraldyne D. Semaña
Researcher

May Rose F. Tomboc

Reasearcher

Noted by:

Ms. Myrna T. Miñoza

Adviser
Appendix B

Face to Face Interview Guide

Interview Sheet
 1. What is your name?

______________________________________________________________

2. How old are you?

_______________________________________________________________

3. What is your father’s name?

______________________________________________________________

4. What is your mother’s name?

______________________________________________________________

5. Where do you live?

______________________________________________________________

6. What is your brother’s name?

______________________________________________________________

7. What is your sister’s name?

______________________________________________________________

8. When is your birthday?

______________________________________________________________

Appendix C
School Readiness Observation Log

Part I. Personal Background:

 Name: ________________________________ Age: _______ Gender: _______

Part II:
Directions: Please check each question as honestly as possible and check the column
that corresponds to your answer according to the following scales:
5- Almost always
4- Generally
3- Sometimes
2- Seldom
1- Rarely
5 4 3 2 1
A. General Knowledge
The child is curious and eager to learn
The child names familiar objects and their uses (e.g. chair, spoon,
soap )
The child identifies some common animals (e.g. dog, cow )
The child identifies some zoo animals (e.g. monkey, elephant, bird )
The child names familiar places and explains their uses ( e.g. store,
playground )
The child knows and identifies familiar people by name
The child understands words for how things feel ( e.g. hard, soft, hot,
cold )
The child understands words for how things move ( e.g. fast, low,
stop, go )
B. Physical Skills
The child walks in a straight line
The child can sort and match items according to simple attribute
( size, function,, colors )
The child is able to maintain attention in a group setting
The child draws a recognize picture of their family
The child names basic shape and colors
The child is able to count out objects to 10
C. Social Skills
The child is confident enough to explore and try new things
The child can separate from parents easily without being upset
The child can comply with requests to finish an activity when
requested
The child can share his/ her own toys to other children
The child take turns in a small group without assistance
The child has reasonable control over emotions
The child can stand up for himself/ herself in the playground
The child learns to sit quietly and pays attention
.
 Appendix D

NARRATIVE REPORT

Date Summary of Observation

First day of observation the children
 were looking at the visitors and they
were very curious to them.

Before the class begins, the children

were talking loudly and roaming inside
the classroom.

The children were displaying their new

Sept.13-14 bought toys and showed it to their
classmates.

There was one pupil who is always

crying because he doesn’t know how to
deal with other classmates. He always
sits beside with his teacher even
though when the class is going on.

The teacher starts with her lesson and

the children listens attentively.
Children, when asked about their name
they answer it directly.

When asked about their parents name

they only answer their parents’ first
Sept.15-16 names.

They have difficulty in answering the

question “Where do you live?” They
mostly answer using directions and
saying “Our house is over there.”

During play time, the children were very

energetic. They love to climb on the
tables, and make noises. Some
children use the chalk and draws on
the blackboard.
Sept 17-20
During the lesson, the teacher asks
them questions of what they learned
and applied in the lesson.

When asked about the pictures of

animals in the classroom they quickly
recognize the pictures.
 They called their classmates in their
first names or nicknames.

There was one time that there were five

children running inside the classroom
and suddenly there was one child
saying “Stop! You run so fast.”

When showed their pictures of family

they can recognize it. They even tell
stories about their family of how close
they were in their family especially with
their brothers, sisters, and
Sept.21-22 grandparents.

They have their routines that once

when the teacher is in front of them
they were asked to sit quietly and pays
attention.

During the activity hour, the teacher

asked them to color the pictures in their
books.

The children were role playing. There

was one time there were two children
had a fight but they were able hold their
emotions.

Sept.22-24 There was a child when asked where

do zebras and elephants live and she
answered in the zoo.

The children were asked about the

shapes and they can recognize it.

APPENDIX E

Curriculum Vitae
PERSONAL DATA

Name Kristyle Mae V. Berro

Date of Birth May 12- 1990

Place of Birth Ilaya Carmen

Religion Roman Catholic

Civil Status Single

Home Address Xavier heights blk 30 lot 6

Father’s Name Wulfildo P. Berro

Mother’s Name Mayonita V . Berro

EDUCATIONAL BACKGROUND

Tertiary Education Bachelor of Elementary Education

Early Childhood Education

Present

Secondary Education Xavier University High School (March 2007)

Elementary Education Km.5 Elementary School (March 2002)

Curriculum Vitae

Personal Data

Name Giraldyne D. Semaña

Date of Birth November 2, 1989

Place of Birth Cagayan de Oro City

Sex Female

Religion Roman Catholic

Civil Status Single

Citizenship Filipino

Home Address 26 Clementino Chavez, Macasandig Cagayan de Oro City

Father’s Name Romeo P. Semaña

Mother’s Name Nieva D. Semaña

Educational Background

Tertiary Education Bachelor of Elementary Education

Field of Specialization in Preschool Education

Xavier University – Ateneo de Cagayan

Cagayan de Oro City

June 2006- Present

Secondary Education Lourdes College High School

Macasandig, Cagayan de Oro City

June 2002- March 2006

Elementary Education Holy Trinity Montessori School

11- 21st Nazareth, Cagayan de Oro City

 June 1996- March 2002

Seminars Attended Ateneo Campus Leadership Discovery (ACLD)

Agriculture Bldg., Xavier University – Ateneo de

Cagayan

February 11, 2007

Symposium on RA 7277- Magna Carta for Disabled

Persons and BP 344

LRC, Xavier University – Ateneo de Cagayan

July 28, 2009

The Current State of Workplace Disability

Management and Health Policy Initiatives

Little Theater, Xavier University – Ateneo de Cagayan

April 30, 2010

Curriculum Vitae

Personal Data

Name May Rose F. Tomboc

Date of Birth May 4, 1989

Place of Birth Nasipit Agusan del Norte

Sex Female

Religion Protestant/ Baptist

Civil Status Single

Citizenship Filipino

Home Address Igpalas, Culit Nasipit Agusan del Norte

Father’s Name Socrates M. Tomboc

Mother’s Name Erminda F. Tomboc

Educational Background

Tertiary Education Bachelor of Elementary Education

Field of Specialization in Preschool Education

Xavier University – Ateneo de Cagayan

Cagayan de Oro City

June 2007- Present

Bachelor of Science in Biology

Field of Specialization in Entomology

Caraga State University-Ampayon Butuan City

June 2006- 2007

Secondary Education Nasipit National Vocational School

Bay View Hill Nasipit Agusan del Norte

2001- 2005
Elementary Education Culit Elementary School

Culit Nasipit Agusan del Norte

1997-2001

Work Experience Student Assistant- Xavier Grade School

Macasandig Cagayan de Oro City

April 2010- Present

Seminars Attended The Current State of Workplace Disability

Management and Health Policy Initiatives

Little Theater, Xavier University – Ateneo de

Cagayan

April 30, 2010

Seminar in Legal Bases in Special Education

Stc 301- Xavier University- Ateneo de Cagayan

March 2008