Practices, Challenges and Interventions in Teaching Kindergarten Curriculum in Bayombong Districts, SDO Nueva Vizcaya

Abstract

Abstract

This study examined the practices, challenges, and interventions in teaching the Kindergarten Curriculum in Bayombong Districts, Schools Division Office (SDO) Nueva Vizcaya. Anchored on the principles of developmentally appropriate, learner-centered, play-based, integrative, interactive, and mother tongue-based instruction, the study aimed to identify commonly used instructional practices, determine the challenges encountered by kindergarten teachers, and examine the interventions implemented to address these concerns. The study utilized a descriptive quantitative research design involving 20 kindergarten teachers from selected public elementary schools in Bayombong Districts, SDO Nueva Vizcaya. Total enumeration sampling was employed, and data were gathered through a validated researcher-made questionnaire using a five-point Likert Scale. Frequency, percentage, weighted mean, and ranking were used to analyze the gathered data. The findings revealed that kindergarten teachers consistently implemented learner-centered and developmentally appropriate teaching practices, including storytelling, songs, games, differentiated instruction, and contextualized learning activities. However, teachers encountered several challenges such as insufficient instructional materials, overcrowded classrooms, heavy administrative workload, limited parental involvement, and varying learner readiness levels. To address these concerns, teachers implemented interventions such as remediation activities, parental collaboration, improvisation of instructional materials, and participation in professional development programs. The study concluded that effective teaching practices and responsive interventions significantly contribute to the successful implementation of the Kindergarten Curriculum despite existing classroom and institutional challenges. The study further recommended strengthened institutional support, improved instructional resources, enhanced parental collaboration, continuous professional development, and reduced administrative workload for teachers. The study aligns with SDG 4 – Quality Education by supporting inclusive, equitable, and quality early childhood education, and with SDG 8 – Decent Work and Economic Growth through the promotion of foundational learning and long-term human capital development. The findings contribute to educational, community, and socio-economic sustainability by strengthening kindergarten teaching practices, improving learner support systems, and promoting responsive early childhood education in Bayombong Districts, SDO Nueva Vizcaya.