Abstract
This study investigated the readiness of early primary learners as a basis for an intervention plan, which was conducted in the three Districts in a fourth-class component city in Central Philippines during the School Year 2023-2024. Utilizing a descriptive research design, the study involved 121 kindergarten to Grade 3 teacher-respondents selected through purposive sampling. Data were gathered using a researcher-validated questionnaire and analyzed in SPSS using frequency counts, means, and the Mann-Whitney U Test. Findings revealed that the majority of the Kindergarten to grade 3 learners have shown a high level of readiness in terms of motor development, oral, and social development, and sound production. However, the motor, oral, and sound development needs to be addressed to make them more ready to face the next level in education. In addition, the level of readiness of early primary learners in the areas of motor development, oral and social development, and sound production, when grouped and compared according to the variables of age, civil status, and length of service of the respondents, shows no statistically significant differences. Furthermore, the study recommended the development of targeted intervention plans aimed at strengthening early primary readiness in the identified specific activities for motor development, oral and social development, and sound production.
Keywords: Early primary learners’ readiness; motor development; oral and social development, sound production