- Kindergarten, Birth order, Achievement, Fine motor skills, Gross motor skills, Self-help skills, Receptive language skills, Expressive language skills, Cognitive skills, Socio-emotional skills.
How to Cite
This study aimed to find significant relationship of kindergarten pupils’ birth order and achievement in domains of early childhood development (e.g., gross and fine motors, self-help, receptive and expressive languages, cognitive, and socio-emotional) using descriptive-correlational design. A total population of 360 was reduced to 189 using Slovin’s formula; respondents were chosen through random sampling. Results show that most of the kindergarten pupils are last-born children. Pupils’ achievement in fine motor, receptive language, and cognitive domains was average while slightly delayed in gross motor, self-help, expressive language, and socio-emotional domains. Statistically, gross motor and expressive language domains have a significant relationship with birth order. In the gross motor, only middle born children have developed averagely; others were slightly delayed. In expressive language, only-child kindergarten pupils perform better than the other birth order. With this, teachers should consider birth order in providing learning opportunities to develop gross motor and expressive language.