Early Childhood Development Status of Kindergarten Learners, Effectiveness of Teaching Strategies, and Parental Involvement
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.20Keywords:
Early Childhood Development, Kindergarten Learners, Mixed-Methods Research, Parental Involvement, Play-Based Learning, School Readiness, Teaching StrategiesAbstract
This study examined the early childhood development status of kindergarten learners, the effectiveness of teaching strategies, and parental involvement in Loay District, Bohol, during School Year 2025–2026. Anchored in the developmental perspectives of Piaget, Vygotsky, Chomsky, and Bronfenbrenner, the study employed a convergent parallel mixed-methods design involving 168 kindergarten learners' developmental assessment records and 103 respondents comprising 12 kindergarten teachers, 12 school heads, and 79 parents from 12 public elementary schools. Data were collected using the Early Childhood Development (ECD) Checklist, validated questionnaires on teaching strategies and parental involvement, and qualitative interviews. Descriptive statistics, Pearson correlation, and thematic analysis were employed. Findings revealed an average overall developmental status (M = 14.36), with highly advanced cognitive, social-emotional, and self-help skills, while motor and language development remained at average levels. Teaching strategies were rated highly effective (M = 3.72), particularly play-based learning and hands-on activities, while parental involvement was very high (M = 3.41). However, no significant relationships were found between developmental status and teaching strategies (r = 0.068, p = .382) or parental involvement (r = 0.004, p = .958). Teachers encountered classroom management difficulties, limited instructional resources, and diverse learner needs, while parents experienced time constraints and challenges sustaining home-based learning. The study recommends targeted developmental interventions, sustained learner-centered instruction, stronger school-home collaboration, and further investigation of other developmental factors. The research supports Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 3 (Good Health and Well-Being) by promoting inclusive early childhood education and holistic development. Its sustainability contribution lies in providing evidence to strengthen educational practices, institutional planning, and community participation in supporting children's long-term learning and development.
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Copyright (c) 2026 Nica Marie O. Molina, MEEM, Dr. Maria Lilibeth G. Castil (Author)
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