Monitoring the Development of Kindergarten Pupils who are Exposed and Unexposed to Daycare Education
Abstract
`The study aimed to monitor the development of kindergarten pupils who were exposed and unexposed to daycare education. The researcher made use of the descriptive-comparative design of research and employed the stratified sampling technique. The subjects were the 300 randomly selected kindergarten pupils. A standardized assessment tool was used and percentage, mean, ECD development index, and z-test were employed. The study revealed that the majority of the pupils who were exposed to daycare education had acquired the basic skills in the 7 domains necessary for the transition from daycare to kindergarten. Meanwhile, most of the pupils who are unexposed lack the necessary skills. The data further revealed that after the 2nd assessment, almost all pupils who were exposed to daycare education acquired the basic skills, although most of those who lacked daycare exposure still had acquired the essential skills but a remarkable number of pupils were not able to acquire such skills in the self-help and expressive language domains. Generally, the performances during enrolment and after the 2nd assessment of the pupils who were exposed to daycare education were significantly higher than the performances of the pupils who were unexposed.
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