ABSTRACT
This descriptive-qualitative study found out that the kindergarten learners’ academic readiness as viewed by teachers were the ability to engage with the world around them, approach learning in a positive way, and possess the academic skills. The school heads viewed it as the possession of holistic preparedness and provision of DepEd approved curriculum. The parents viewed it as literacy and numeracy ready and socially ready, while the barangay officials viewed it as they start learning at home and they learn right values. The teachers’ considered the readiness of if they have cognitive development and socio-emotional and physical development. The school heads’ considered it as they possess literacy and numeracy readiness and socially, emotionally, and physically fit. The parents’ considered their basic needs, school supplies, uniform, and learnings learned at home, while the barangay officials’ considered the things needed in school, good health, and being independent. The teachers’ support for kindergarten learners’ were the provision of appropriate activities for cognitive development and provision of various activities for socio-emotional and physical development.
Keywords: Academic Readiness, Kindergarten Learners, Early Childhood Education Support
INTRODUCTION
In recent years, the emphasis on academic readiness has grown, with educators and researchers advocating for a holistic approach that considers the diverse needs of children. This approach recognizes that while academic skills are important, emotional maturity and social skills are equally vital for a successful transition into formal education. As we continue to explore the significance of academic readiness, it becomes clear that fostering these skills early on can set the stage for lifelong learning and achievement.
Academic readiness is a crucial aspect of a child's transition into kindergarten, serving as a foundational element for their future educational journey. As children prepare to enter this new phase of learning, it is essential to recognize that academic readiness encompasses a variety of skills and developmental milestones. These include not only cognitive abilities, such as counting and letter recognition, but also social and emotional skills that facilitate interaction with peers and teachers (Madalyn, 2025).
The transition from early childhood environments to formal schooling is a pivotal phase in a child’s educational journey. Kindergarten, often the first formal educational experience for children, serves as a foundational stage where they begin to develop the skills necessary for future academic success. Academic readiness, therefore, becomes a key concept in ensuring that children are adequately prepared for the demands of structured education.
Research indicates that children who are academically ready for kindergarten tend to experience greater success in their educational pursuits. This readiness is linked to improved social, economic, and health outcomes, benefiting not just the individual child but the broader community as well (Madalyn, 2025).
Despite the awareness of the importance of academic readiness, challenges remain. Variability in preschool quality, socio-economic disparities, and differing educational expectations contribute to uneven levels of preparedness among children entering kindergarten. Recent trends highlight the growing emphasis on early assessment and intervention to address these disparities.
The concept of school readiness extends beyond the child alone; it also involves the preparedness of schools and the support provided by families and communities (Atkins et al., 2023).
The researcher as a kindergarten teacher observes that academic readiness has different meaning and importance depending upon the perception of the individuals. For teachers, it is based on the standards while school heads understanding is dependent to what they know during the time they observe the kindergarten class. Parents and other stakeholders have different understanding because for them if they give support to the school, the rest will just follow especially towards the academic readiness of the kindergarten learners.
Understanding the multifaceted nature of academic readiness is essential for developing effective strategies to support children’s early education. Exploring the various dimensions of academic readiness and identify the factors that most significantly impact a child’s preparedness for kindergarten provide valuable insights for educators, parents, and policymakers to enhance early educational practices and improve outcomes for young learners. By examining the point of view of various stakeholders, including teachers, parents, school leaders and barangay officials, the study could provide valuable insights and suggestions for enhancing early childhood education support.
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