Psychological and Emotional Variability Among Kindergarten Learners and Their Level of Domain Development

The study attempted to determine the effects of the Kindergarten Pupils' Psychological Distress on their level of domain development. The study utilized the descriptive survey method, which is the most appropriate method, since it involves the survey and description of facts and conditions existing in the place of investigation. Further, it was disclosed that internal behavioral disorders of pupil respondents do not influence or affect the level of their cognitive, affective, and psychomotor development. Subsequently, it was also found that external behavior disorder of pupil-respondents does not influence the pupils' level of domain development, as evidenced by its rs value of .004. Hence, the null hypothesis is accepted. To sum up, pupils must be properly guided and motivated to exhibit desirable behavior in school to develop the right attitude towards learning and to develop affective, cognitive, and psychomotor skills. In addition, teachers should provide support to both pupils and parents to address psychological distress among pupils to improve school performance. Lastly, parents should always be encouraged to collaborate with school teachers, especially in dealing with psychological distress among children, and to provide the necessary support to address the pupils' disruptive behavior.