World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.151-157
JANE KATHLEEN T. GONZALES, LPT
Timoteo T. Buncaras Elementary School
Abstract
Early Childhood Education (ECE) plays a crucial role in fostering a child’s foundation for lifelong learning. It aids in the development of essential cognitive, social, language, and emotional skills, ensuring children are school-ready. This study investigates the influence of ECE on pupils' readiness for formal learning, focusing on cognitive, social, language, numeracy, and emotional development. It also examines the perceived benefits and challenges of ECE as experienced by teachers, with an emphasis on rural education contexts. The study involved 12 schools in the Masbate South District and utilized surveys to assess the demographic profile of teachers and the effects of ECE on pupils' readiness. The research found that ECE significantly enhances cognitive abilities, problem-solving skills, critical thinking, social interaction, language development, and emotional maturity. Teachers reported substantial benefits, including improved academic skills, emotional resilience, and social cooperation among pupils. However, challenges such as overcrowded classrooms, diverse developmental levels, and insufficient resources hinder effective implementation. Despite these challenges, no significant difference was found in the perceived effects of ECE across teachers' educational attainment, position, or training. The study recommends continuous professional development for teachers, improved resources, and standardized approaches to ECE curriculum delivery.
Keywords: Early Childhood Education, Pupils' Readiness, Cognitive Development, Social Skills, Emotional Maturity, Teacher Challenges
Introduction
Early childhood education (ECE) is globally recognized as a critical foundation for lifelong learning and development. In the Philippines, initiatives like the Universal Kindergarten under the K to 12 Basic Education Curriculum aim to provide children with a strong educational start. However, questions remain regarding how effectively this early education translates into readiness for primary school. This study explores the impact of ECE on pupils' readiness for learning in Masbate South District, focusing on cognitive, social, language, numeracy, and emotional development.
Research consistently highlights the importance of quality early learning experiences in fostering school readiness. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has noted that access to pre-primary education positively affects children's school performance and socio-emotional well-being. In the Philippine context, the Department of Education (DepEd) made kindergarten education mandatory through the Kindergarten Education Act, emphasizing that early learning should foster holistic development to ensure readiness for Grade 1.
The early years are marked by rapid brain development, and structured learning during this period plays a crucial role in shaping the cognitive and emotional skills necessary for school success. Despite these efforts, teachers in many public schools report varying levels of preparedness among pupils. This is particularly true in rural areas like Masbate, where disparities in school readiness are observed, ranging from gaps in basic literacy and numeracy to underdeveloped social and emotional skills.
Studies, such as those by Tayag (2021), show that challenges such as a lack of specialized early childhood training for teachers affect the effectiveness of ECE programs. The study aims to examine the benefits and challenges of ECE in Masbate South District, investigating how it influences readiness outcomes, while also considering the teachers' demographic profile and training.
Statement of the Problem
This study aims to look into the effect of early childhood education on the pupils’ readiness when they enter primary school in Masbate South District.
Specifically, it seeks answers to the following questions:
1. What is the demographic profile of the teachers in terms of:
1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Educational Attainment;
1.5 Performance Rating;
1.6 Present Position;
17 Length of Service; and
1.8 Training Attended related to Early Childhood Education?
2. What is the effect of early childhood education on pupils’ readiness for learning in terms of:
2.1 Cognitive Development;
2.2 Social Skills Development;
2.3 Language Skill Development;
2.4 Numeracy Skills Development; and
2.5 Emotional Maturity?
3. What are the perceived benefits of early childhood education to the pupils’ readiness for learning?
4. What are the perceived challenges encountered by the teachers in early childhood education that hinders pupils’ readiness for learning?
5. Is there a significant difference in the effect of early childhood education on pupils’ readiness to the teachers’ educational attainment, performance rating, present position, length of service, and training attended related to early childhood education?
Research Design
This study utilized descriptive-survey research methods to examine the effect of early childhood education on pupils’ readiness for learning in primary schools in Masbate South District. Data were analyzed and presented in tables.
Respondents and Sampling
The study surveyed teachers from 12 schools in Masbate South District using purposive sampling. A total of 50 teachers responded, yielding a 100% retrieval rate.
Instrument Used
A researcher-made questionnaire was used, based on previous surveys and validated by teachers outside the study group. The questionnaire consisted of four parts:
Demographic profile of respondents (age, sex, civil status, educational attainment, performance rating, present position, length of service, and training attended in early childhood education).
Effects of ECE on pupils’ readiness, covering cognitive, social, language, numeracy, and emotional development (5 indicators each).
Perceived benefits of ECE.
Perceived challenges faced by teachers in ECE. Respondents rated their agreement using a 4-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree).
Variables and Procedure
The study examined variables related to the respondents' demographic profile and the impact of ECE on students’ readiness. Following approval from the thesis committee, the researcher secured permission from the Schools Division Superintendent and school principals. After validation, 50 copies of the questionnaire were distributed, and responses were collected beyond the expected timeframe due to delays in school activities.
Statistical Measures
Frequency Count and Percentage: Used to describe the demographic profile, calculated by dividing the frequency of each response by the total number of respondents, then multiplying by 100.
Weighted Mean: Applied to analyze the effects, benefits, and challenges of ECE on pupils’ readiness.
F-Test: Used to assess significant differences in the impact of ECE, with the F-value computed for statistical analysis.
Results and Discussion
1.Respondents' Profile
The demographic profile of the respondents reveals a diverse group of early childhood educators, with the majority aged 31-35 years (30%). This age group is typically characterized by a combination of experience and mid-career professional development, often reflective of a strong commitment to teaching (Vyas & Gunthey, 2019). The overwhelming number of female respondents (98%) aligns with global trends in early childhood education, where the field is predominantly female (Espinosa, 2002). Most respondents are married (94%), which is consistent with the socio-cultural structure in many rural and socio-economically diverse areas, such as those in the Masbate South District. In terms of educational attainment, 60% hold master's units, a strong indicator of professional development and commitment to quality education. Studies show that teachers with higher educational qualifications are better equipped to handle the complex demands of early childhood pedagogy (Shonkoff & Phillips, 2000). Additionally, the 100% outstanding performance rating across respondents suggests a high level of teacher effectiveness, which is often linked to positive student outcomes (Barnett, 2008).
2.Effect of Early Childhood Education on Pupils' Readiness
The study highlights that early childhood education (ECE) significantly impacts children’s cognitive, social, language, numeracy, and emotional development. Teachers strongly agree that ECE fosters important cognitive skills, including problem-solving, critical thinking, and curiosity (UNESCO, 2017). These skills are essential for school readiness, as the first five years of a child’s life are critical for brain development and learning (Shonkoff & Phillips, 2000). Socially, ECE prepares children to interact confidently with peers, follow group rules, and develop cooperative behavior. This finding is consistent with research by Espinosa (2002), who emphasized that early education promotes positive social behavior, which is crucial for academic success. Language development, another key focus of ECE, is significantly enhanced, with children improving their vocabulary, listening skills, and reading readiness. These skills are foundational for literacy and school engagement (Barnett, 2008). Additionally, numeracy skills, such as basic math concepts and problem-solving, are strengthened, supporting future academic achievement in math (Simmons et al., 2021). The emotional readiness developed through ECE helps children regulate emotions, display independence, and cope with frustration—skills necessary for adapting to primary school environments (Aboitiz, 2015).
3.Perceived Benefits of ECE
The perceived benefits of ECE are broad and significant, aligning with findings from studies that underscore the positive long-term effects of early childhood education on various domains of development (Wylie & Hodgen, 2015). Teachers strongly agree that ECE contributes to academic skills, emotional resilience, problem-solving abilities, and social competence. Research has shown that early childhood education enhances children's readiness for formal education by fostering these competencies, which are essential for academic and social success (Espinosa, 2002). In areas like Masbate South District, where socio-economic challenges may hinder early development, these benefits are particularly important. Ulep, Casas, and Taparan (2023) also highlighted that in underserved areas, ECE programs play a vital role in bridging developmental gaps and promoting positive educational outcomes. By fostering a love for learning and critical thinking, ECE helps children build a strong academic foundation, setting them up for success in primary education (Bennett, 2018).
4.Perceived Challenges in ECE
Teachers face significant challenges in implementing effective ECE programs, including overcrowded classrooms, diverse developmental levels, uncooperative behavior, and a lack of teaching materials. These challenges align with findings from Padillo et al. (2022), who reported that many teachers struggle with large class sizes, which limit the ability to provide individualized attention. Additionally, the lack of resources and professional development opportunities were cited as barriers to effective teaching in early childhood education (Ntumi, 2016). Teachers in the Masbate South District, like those in other resource-constrained areas, are often faced with diverse student needs, which require differentiated instruction. These challenges are compounded by insufficient parental involvement and inadequate support systems for teachers, further hindering children’s readiness for learning (Pewa & Mzimela, 2024).
5.Significant Difference in ECE Effect on Pupils' Readiness
The F-test analysis indicates no significant difference in the effect of early childhood education on pupils’ readiness based on teachers' educational attainment, performance rating, present position, length of service, or training attended. All indicators yielded identical mean scores, suggesting that the perceptions of teachers regarding the impact of ECE are consistent across various professional backgrounds. This finding is supported by research indicating that high-quality early childhood education programs, when properly implemented, have universally positive effects on children, regardless of the educator's background (Barnett, 2008). The lack of variation in responses emphasizes the broad consensus on the importance of ECE in fostering school readiness. Thus, the null hypothesis is accepted, confirming that the benefits of ECE are universally recognized, regardless of teachers’ demographic and professional profiles.
Conclusions and Recommendations
The study demonstrates that early childhood education (ECE) is crucial in preparing children for formal learning by positively influencing various areas of development. Teachers strongly agreed that ECE enhances cognitive skills, including focus, problem-solving, and critical thinking, which are essential for success in primary school. Socially, ECE helps children develop cooperative behavior, respect, and confidence in their interactions with peers, while emotionally, it fosters self-regulation, independence, and resilience. Language and numeracy skills, such as vocabulary, listening, and basic math concepts, are also significantly strengthened through early education. These developmental gains provide children with a strong foundation, making them better equipped for the academic demands of primary education. Despite these positive outcomes, the study identified several challenges in the implementation of ECE programs. Overcrowded classrooms, diverse developmental levels among students, uncooperative behavior, and insufficient teaching materials were some of the major barriers that hinder the effectiveness of ECE. These issues are particularly evident in rural and resource-constrained areas like Masbate South District, where teachers struggle to provide individualized attention and meet the varying needs of their students. The findings also revealed that there is no significant difference in how teachers perceive the impact of ECE on pupils’ readiness based on their educational background, performance ratings, or training received, highlighting the universal recognition of ECE’s importance across different teacher profiles.To address these challenges and improve the effectiveness of ECE, it is recommended that the Department of Education (DepEd) and local authorities invest in improving resources, reducing class sizes, and enhancing classroom facilities, especially in rural areas. Teachers should receive more professional development opportunities in early childhood pedagogy to better support diverse learners. Additionally, increasing parental involvement in the educational process and ensuring access to teaching materials will reinforce learning outside the classroom. Lastly, policymakers should continue to adapt ECE curricula to meet the developmental needs of young children, integrating strategies that promote not only academic growth but also social and emotional well-being. By addressing these issues, we can ensure that ECE programs fulfill their potential in preparing children for academic and social success in primary school and beyond.
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