Abstract
Motor skills development plays an integral role in preparing kindergarten learners to be ready in a formal school setting. This research assessed the motor skills of kindergarten learners toward formal school readiness. It utilized quantitative descriptive correlational research design. The study was conducted in Bonbon Elementary School, Cebu City with 25 respondents. A researcher-developed survey questionnaires were designed and utilized to gather the needed data. Employing weighted means to get the extent of readiness of the learners as perceived by the teachers and parents and an independent sample T-test in determining the significant relationship. The empirical findings revealed that most teacher respondents were females aged 27－33. They all held Early Childhood Education Degrees, some with master's units. Experienced from 2 to 10 years, with many not attending seminars in ECE while the parent respondents answered the survey questionnaires who are identified as having low monthly income and parents at a young age. The statistical test revealed that there was a significant relationship between fine motor skills and gross motor skills in teachers' and parent’s assessment of the skills readiness of the learners. Based on the result, the researcher concludes that parent’s support and kindergarten teachers’ knowledge, skills, and understanding of what helps strengthen students’ motor skills. Thus, the utilization of the enhancement plan is necessary for achieving the total development of kindergarten learners' motor skills for formal school readiness.
