Kamusta na si Bunso? Psychosocial Well-being and Adjustment of Kindergarten Learners

Abstract

 The study, which focused on the psychosocial well-being and
adjustment to the in-person modality of kindergarten learners at San Jose
West Central School during the School Year 2022-2023, yielded
significant findings. The study employed a qualitative type of research
that used semi-structured interviews. Participants were selected
purposively from the parents of the kindergarten learners. Based on the
study's findings, participants' children manifest psychosocial skills such
as Self-Awareness, Emotional Safety and Self-Expression, Self regulation,

Problem-solving through Help-seeking and Self-reliance,
and Empathy. Results illuminate the significance of early childhood
education in developing these crucial skills. Adjustments were made in
the in-person modality based on their motivation to go to school and how
they express themselves. The practical challenges shared by the
participants were all behavioral. Their child responds that other children
are causing trouble in class, they have declining interest in children
going to school, they desire not to be left in school, they are shy, they
have slow speech development, and they are too active. The research
will generate information that is very useful for educators and parents in
supporting children's adjustment to school, such as explaining how to
react based on their challenges, staying away from unruly kids, asking
for their teacher's help, and teaching their children at home. These
insights empower educators and parents with actionable strategies to
support children's adjustment to school. Kindergarten learners
manifested needed psychosocial skills, which helped them manage the
demands of daily school situations and adjust to school. Though all the
participants' children manifested psychosocial skills, they still  encountered challenges

that enabled them to develop strategies that they
thought would be suitable and effective in helping their children cope.