DEVELOPMENTAL MILESTONES OF PRE-SCHOOL CHILDREN IN SELECTED DAY-CARE CENTER IN MANILA DISTRICT VI, PHILPPINES

Johdel Cabaluna, Shella Paragua

Abstract


The study sought to determine the developmental milestones of preschool children in selected daycare centers in Manila District VI. This was conducted in a small community, namely Barangay 835 in Pandacan City. The instrument utilized in gathering data was a standardization test. Using the convenience sampling method to find the participants for the study, the researchers used the MMDST test form to conduct the survey on 25 preschoolers. Only 4- to 6-year-old preschoolers were included in the survey. Based on the findings of the study, it is concluded that the result of the MMDST scores of children enrolled in the daycare center of Barangay 835 shows that the language aspect was seen as having the most prominent delay, affecting 41% of the respondents, followed by the personal-social aspect with 32%, the gross motor adaptive aspect with 29%, and the fine motor aspect with 25%.

 

Article visualizations:

Hit counter


Keywords


development milestone, preschool children, personal social, fine motor adaptive, gross motor adaptive, and language

Full Text:

PDF

References


Abbott, T. (2021). Social and personality development. Routledge.

Anggraeni, L. D., & Paramitha, M. P. (2019). Perbedaan Hasil MMDST Pada Anak Todler Antara Ibu Yang Bekerja Dan TidakBekerja. Jurnal Keperawatan Respati Yogyakarta, 6(3), 649-653.

Davidson, M. M., Alonzo, C. N., & Stransky, M. L. (2022). Access to Speech and Language Services and Service Providers for Children with Speech and Language Disorders. American Journal of Speech-Language Pathology, 1-17.

Earle, F. S., & Qi, Z. (2022). Overnight changes to dual-memory processes reflected in speech-perceptual performance. Attention, Perception, & Psychophysics, 84(1), 231-243.

Edirisingha, P., Aitken, R., & Ferguson, S. (2022). Setting up home: The role of domestic materiality in extended family identity formation. Journal of Business Research, 147, 1-15.

Fathirezaie, Z., Matos, S., Khodadadeh, E., Clemente, F. M., Badicu, G., Silva, A. F., ... & Nahravani, S. (2022, March). The Relationship between Executive Functions and Gross Motor Skills in Rural Children Aged 8–10 Years. In Healthcare (Vol. 10, No. 4, p. 616). MDPI.

Fraser, K., Love, P., Campbell, K. J., Ball, K., & Opie, R. S. (2022). Meal kits in the family setting: Impacts on family dynamics, nutrition, social and mental health. Appetite, 169, 105816.

Garg, A., Wilkie, T., LeBlanc, A., Lyu, R., Scornavacca, T., Fowler, J., ... & Alper, E. (2022). Prioritizing Child Health: Promoting Adherence to Well-Child Visits in an Urban, Safety-Net Health System During the COVID-19 Pandemic. The Joint Commission Journal on Quality and Patient Safety, 48(4), 189-195.

Gurewitz, O., Shifrin, M., & Dvir, E. (2022). Data Gathering Techniques in WSN: A Cross-Layer View. Sensors, 22(7), 2650.

Helland, H. S., Pedersen, S. H., & Skivenes, M. (2022). Comparing population views on state responsibility for children in vulnerable situations–the role of institutional context and socio-demographic characteristics. Journal of Public Child Welfare, 1-22.

Hoffmann, S., Sander, L., Wachtler, B., Blume, M., Schneider, S., Herke, M., ... & Spallek, J. (2022). Moderating or mediating effects of family characteristics on socioeconomic inequalities in child health in high-income countries–a scoping review. BMC Public Health, 22(1), 1-14.

King, A., Goldfarb, B., & Simcoe, T. (2021). Learning from testimony on quantitative research in management. Academy of Management Review, 46(3), 465-488.

Lawall, A. R., Tram, J. M., & Kumar, N. (2022). The impact of parenting styles on subsequent parenting styles in sons. The Family Journal, 30(3), 444-449.

Leckman, J. F., Bloch, M. H., & King, R. A. (2022). Symptom dimensions and subtypes of obsessive-compulsive disorder: a developmental perspective. Dialogues in clinical neuroscience.

Leiva, L., Antivilo-Bruna, A., Torres-Cortés, B., Peña, F., & Scquicciarini, A. M. (2021). Relationship between adverse childhood experiences and mental health: Implications for a nationwide school mental health program. Current Psychology, 1-13.

Mathis, E., Hartz, K., Berkowitz, M., Carlson, A., Kimport, R., Brown, C., ... & Domitrovich, C. E. (2022). Using Early Childhood Mental Health Consultation to Facilitate the Social–Emotional Competence and School Readiness of Preschool Children in Marginalized Communities. School Mental Health, 1-16.

Pereira, T., & Lousada, M. (2022). Psychometric Properties of Standardized Instruments that are Used to Measure Pragmatic Intervention Effects in Children with Developmental Language Disorder: A Systematic Review. Journal of Autism and Developmental Disorders, 1-17.

Saidmamatov, O., Rodrigues, P., & Vasconcelos, O. (2022). Motor Skills Training Program Reinforces Crossing the Body’s Midline in Children with Developmental Coordination Disorder. Symmetry, 14(6), 1259.

Saleem, J., Zakar, R., Bukhari, G. M. J., Fatima, A., & Fischer, F. (2021). Developmental delay and its predictors among children under five years of age with uncomplicated severe acute malnutrition: a cross-sectional study in rural Pakistan. BMC Public Health, 21(1), 1-10.

Saracho, O. N. (2021). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 1-16.

Selau, B. L., Kovaleski, D. F., & Paim, M. B. (2021). Analyzing vulnerable children and adolescents’ health promotion in a civil-society organization in Florianopolis-SC. Physis: Revista de Saúde Coletiva, 31.

Sparling, T. M., Deeney, M., Cheng, B., Han, X., Lier, C., Lin, Z., ... & Kadiyala, S. (2022). Systematic evidence and gap map of research linking food security and nutrition to mental health. Nature communications, 13(1), 1-11.

Robles, R., de la Peña, F. R., Medina-Mora, M. E., de los Dolores Márquez-Caraveo, M. E., Domínguez, T., Juárez, F., ... & Reed, G. M. (2022). ICD-11 guidelines for mental and behavioral disorders of children and adolescents: reliability and clinical utility. Psychiatric services, 73(4), 396-402.

Rojas, N. M., & Abenavoli, R. M. (2021). Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom. Early Childhood Research Quarterly, 56, 225-235.

Wagemaker, E., Huizenga, H. M., Dekkers, T. J., Collotd’ Escury-Koenigs, A. L., Salemink, E., & Bexkens, A. (2020). When do those “risk-taking adolescents” take risks? The combined effects of risk encouragement by peers, mild-to-borderline intellectual disability and sex. Journal of abnormal child psychology, 48(4), 573-587.

Weigold, A., & Weigold, I. K. (2022). Traditional and modern convenience samples: An investigation of college student, Mechanical Turk, and Mechanical Turk college student samples. Social Science Computer Review, 40(5), 1302-1322.

Williams, P. D., Williams, A. R., Lopez, M., & Tayko, N. P. (2000). Mothers’ developmental expectations for young: children in the Philippines. International Journal of Nursing Studies, 37(4), 291-301.




DOI: http://dx.doi.org/10.46827/ejphs.v6i1.146

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Johdel Cabaluna, Shella Paragua

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2019 - 2023. European Journal of Public Health Studies (ISSN 2668-1056/ISSN-L 2668-1056) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.