Preparatory Education: A Learners’ Endeavor to Attain Social-Emotional Skills Development

The study sought to find out the influence of respondents’ profiles in terms of with daycare and without daycare experience on the learner-respondents’ domain development of Kindergarten pupils of Fr. Francis Chapman Learning Center in Alubijid District in the Division of Misamis Oriental for the School Year 2024-2025. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were means to determine the level of the respondents’ profile in terms of those with and without daycare experience, while frequency and percentages were used to determine the levels of domain development. Pearson's r was utilized to ascertain the significant relationship between the learners’ profiles and pupils’ domain development. Results showed that the majority of the learner-respondents had daycare experience; more learners were assessed and evaluated to have an average domain development. It was also found that preparatory education significantly correlated with learners’ domain development. As a summary, to enhance holistic development, it was recommended that early childhood education teachers should address all developments, recognizing their interdependence and fostering balanced development. Consequently, to enhance learners’ domain development, teachers should provide a stimulating learning environment, interactive learning activities, hands-on experiences by encouraging exploration of the natural world through outdoor play and nature, and, finally, adapt the action plan designed to address the curriculum requirements.