Parents’ stimulating activities: influence on kindergarten learners’ school preparedness

This study examined the extent of parents' stimulating activities on kindergarten learners' school preparedness across several developmental domains, including gross and fine motor skills, self-help skills, language abilities, cognitive skills, socio-emotional skills, and engagement in early literacy and creative activities. Using a structured questionnaire, data were collected from 91 kindergarten learners and their parents, evaluating both the frequency of stimulating activities and the learners' preparedness in various domains. The findings revealed that parental engagement varies across activities, with higher involvement in early literacy and conversation-based interactions and lower participation in creative and motor-skill-focused activities. Results indicate that most children demonstrate average development in gross motor (94.5%) and fine motor skills (85.7%), but significant delays were noted in self-help (31.9%) and expressive language skills (44% slightly delayed, 12.1% significantly delayed). Socio-emotional and cognitive skills showed relatively higher preparedness, with the majority of learners exhibiting average development. These results suggest that while parents are engaged in certain stimulating activities, gaps in motor skills, language development, and self-help skills need attention. The study highlights the importance of targeted parental engagement in diverse activities to foster well-rounded school readiness.