The Lived Experience of Kindergarten Teachers in Packaging Mathematics Learning in Early Childhood Classrooms
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.35Keywords:
Early Childhood Education, Kindergarten Teachers, Learning Plan, Mathematics Instruction, Phenomenological Research, Play-Based Learning, Teacher ExperiencesAbstract
This study explored kindergarten teachers’ lived experiences in designing and delivering mathematics learning in early childhood classrooms and used the findings to inform a Detailed Learning Plan with Activity Sheets. Employing a qualitative Husserlian descriptive phenomenological design, the study involved 50 kindergarten teachers from five public elementary schools in Mandaue City, Cebu, during School Year 2025–2026. Participants were selected through purposive-random sampling, and data from validated, researcher-developed semi-structured interviews were analyzed by identifying significant statements, formulating meanings, and clustering themes. Findings revealed that teachers embedded mathematics in daily routines, play-based activities, storytelling, and hands-on use of manipulatives. They prioritized number recognition, shapes, basic operations, measurement, and simple data organization, using differentiated support to address varying developmental readiness. Teachers identified limited attention spans, diverse learning abilities, and insufficient materials as challenges, while training, collegial support, and available resources facilitated instruction. They also described increased patience, creativity, reflection, and confidence through classroom experience. Overall, the findings portray mathematics teaching as a flexible, context-responsive process shaped by children's needs and classroom conditions. The study recommends implementing and evaluating the Detailed Learning Plan with Activity Sheets, strengthening instructional resources and teacher collaboration, and providing continued professional development. Its five-school scope and reliance on teacher interviews limit transferability and do not establish effects on children's learning outcomes. The study contributes locally grounded guidance for sustainable, developmentally appropriate early mathematics instruction, supporting SDG 4 (Quality Education) through strengthened teaching practice and foundational learning opportunities.
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Copyright (c) 2026 Genely Bacus, Annabel P. Pepe, Angelica L. Trucio (Author)
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