“Kindergarten Education refers to one year of preparatory education for children at least five years old

as a prerequisite for Grade I. “The Philippines recognizes kindergarten education as vital to the academic
and technical development of the Filipino child for it is the period when the young mind’s absorptive
capacity for learning is at its sharpest. It is also the policy of the State to make education learner-
oriented and responsive to the needs, cognitive and cultural capacities, the circumstances and diversity
of learners, schools and communities through the appropriate languages of teaching and learning”
(Republic Act 10157 of 2011).
In practice in Kindergarten Education, preschool teachers face the challenge of finding assessment
approaches and strategies that serve multiple purposes across curricular orientations (McNair. S.,
Bhargava, A., Adams, L., Edgerton, S., & Kypros, B. 2003). Early childhood researchers have provided a
conceptual basis for understanding assessment approaches and practices by defining core tenets for
early years or kindergarten assessment (Gullo, D. F., 2006).

In the Philippines, Kindergarten has a curriculum guide given to all teachers as a guide
in teaching their lessons. Included in the curriculum guide were different assessment
approaches and activities that could be used in teaching. With the variety of
assessment approaches present in the curriculum guide, the teacher is the one who has
the freedom to choose or add the assessment approach and activity to use which will be
based on the developmental stage of the child. However, the effectiveness of the
assessment used without any proper guide will not be an assurance in measuring the
development of the child. As mentioned

Related Literature

The transition from preschool to formal schooling is a major milestone in the lives of young children. Although
most children successfully navigate this transition, it can be problematic for children who have not mastered the
self-regulation and social competence needed to do well in school. Research has documented that children entering
kindergarten without these skills are at significantly greater risk for difficulties including peer rejection and
lowlevels of academic achievement (Cooper & Farran, 1988; McClelland, Morrison, & Holmes, 2000). In addition,
teachers report that children come into school with differing levels of social and self-regulatory competence (Foulks
& Morrow, 1989; Lin, Lawrence, & Gorrell, 2003). In one study, teachers reported that many children entering
kindergarten did not have the basic competencies needed to do well in school, such as following directions and
working independently (Rimm- Kaufman, Pianta, & Cox, 2000). Moreover, a recommendation from the Committee
on Integrating the Science of Early Childhood Development called for promoting aspects of young children’s self-
regulation and social competence, such as self-direction, persistence, cooperation and motivation (Shonkoff &
Phillips, 2000). Most research focusing on children’s early behavior and school achievement has concentrated on
social behavior in general, without specifying the aspects that are especially important in school performance. There
is increasing evidence that children’s learning-related skills, including self-regulation and social competence, are
particularly important for school performance and adaptation (Cooper & Farran, 1988; McClelland et al., 2000).

Learning-related skills describe a set of skills that are important for children to achieve academically, and include
self-regulation and aspects of social competence (responsibility, independence and cooperation). There has been an
increased interest in these skills with researchers focusing on different components and definitions. For example,
some research has examined executive skills, such as attention (Blair, 2002; NICHD Early Child Care Research
Network [ECCRN] 2003); self-regulation (Blair, 2002; Bronson, 2000; Shonkoff & Phillips, 2000); behavioral self-
regulation (Howse, Calkins, Anastopoulos,Keane,&Shelton, 2003; McClelland, Cameron, Connor et al., submitted
forpublication); mastery skills (Bronson, 1994; Bronson, Tivnan, & Seppanen, 1995); social competence (Rose-
Krasnor, 1997; Wentzel, 1993); social and emotional skills (Raver & Zigler, 2004). We include both self-regulation
and social competence in the definition of learning-related skills which describe behaviors, such as self-control,
staying on task, organizing work materials, working independently, listening and following directions, and
participating appropriately in groups (such as taking turns; Cooper & Farran, 1991; McClelland, Cameron,Wanless,
& Murray, in press; McClelland & Morrison, 2003; McClelland et al., 2000).

Related Studies

Greg Tabios Pawilen (2012) “A Model for Developing Curriculum Standards for
Preschool Teacher Education”. This paper presents a model for developing curriculum standards for
preschool teacher education especially for preschool teachers who will serve in different local
communities in the Philippines. Different models of curriculum development were analyzed to come up
with the proposed model for developing curriculum standards. The process of curriculum development in
a teacher education institution for preschool education was also analyzed to understand how teacher
education institutions develop curriculum and what curriculum sources and influences are considered
when they develop curriculum. Curriculum experts in the Philippines and abroad were invited to give
professional comments and to validate the model. The model for developing curriculum standards
identified various curriculum sources and influences, and presents a logical, sequential, and dynamic
procedure for developing curriculum.

Jelyn D. Sarmiento and Olivia G. Dimalanta (2017) Assessment Approaches of Preschool

Teachers: Input for an Enriched Module Framework in Kindergarten Education

This study aimed to determine the assessment approaches used by preschool teachers which were used
as inputs for an enriched module framework in kindergarten education. The respondents of the study
were 26 preschool teachers in 13 public schools in the Division of City Schools Angeles, Pampanga,
Philippines during the School Year 2015-2016.The study used a descriptive qualitative research design to
achieve the objectives of the study. The main instruments used were the self-made interview guide which
was validated by two experts in Kindergarten Education and the report cards or consolidated reports of
the cards of respondents’ pupils. Raw scores were averaged in order to interpret their effectiveness. The
frequency was computed in order to identify the number of respondents who answered the same. Phases
of Thematic Analysis by Braun & Clarke (2006) were used to analyze the gathered data from the
responses. Findings of the study show that majority of the respondents were young aged 23-27 years old;
were female; new in teaching mostly 0-5 years; with masteral degree units and with Teacher I academic
rank. The respondents used different assessment approaches with variety of assessment activities in
teaching. Based on the report cards of the respondents’ pupils, results show that the assessment
approaches used were all effective. Respondents also comply with the curriculum guide given by the
Department of Education but based on the learners’ ability and nature. The module framework can be of
use if it will become a module in Kindergarten Education.

The second study, “Evaluating the Implementation of a Thematic Kindergarten Curriculum” by Claire
Salamat delve into the implementation of a thematic kindergarten curriculum. Using Posner’s Model for
Curriculum Analysis, the study evaluated how themes are adapted in teaching kindergarten children in a
private school. Temporal and Physical factors that affects and posed as challenges in utilizing thematic
approach in the development and implementation of kindergarten lessons were discussed. The findings
of this study emphasize the need for both kindergarten teachers and school administrators to become
aware of the factors that limit or put a constraint on the use of the thematic approach.
Janice Patria J. Serafica’s study, “The Development of Preschool Curriculum of the United Methodist
Church in Metropolitan Manila from 1950 – 2000”. Her study traced the development of United
Methodist Church preschool curriculum to shed light to the curriculum process of schools run by
churches in the Philippines. The results revealed that teachers are the key players in the development
and implementation of preschool curriculum in church-based schools.

Megan M. McClelland , Alan C. Acocka, Frederick J. Morrison.(2006).”The impact

of kindergarten learning-related skills on academic trajectories at the
end of elementary school”. The present study investigated the relation of kindergarten learning-related
skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with
poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that
learning-related skills had a unique effect on children’s reading and math scores between kindergarten and sixth grade and
predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related
skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth
grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did
not widen. Discussion focuses on the importance of early learning-related skills as a component in children’s academic
trajectories throughout elementary school and the need for early intervention focusing on children’s self-regulation and social
competence.

Pyle, A. & DeLuca, C. (2013) “Assessment in the kindergarten classroom:

An empirical study of teachers’ assessment approaches”. The purpose of this
study was to provide an in-depth examination of three teachers’ approaches to
assessment within the current context of kindergarten education in order to elucidate
potential approaches to bridging developmental and academic demands. Based on data
collected from teacher interviews and classroom observations, three profiles are
constructed that link focal teachers’ curricular stances with their approach to
assessment. The paper concludes with a discussion on assessment within kindergarten
education and areas for future research in the field.