Literacy Development Among Kindergarten Learners: Experiences in Banaybanay District

Abstract

This phenomenological inquiry explored the experiences of kindergarten teachers in developing literacy skills of learners at Banaybanay District, Division of Davao Oriental. In exploring the experiences of the ten participants, I employed the qualitative–phenomenological study of which primary instrument of data gathering was through in- depth interview. Results revealed that the themes emerged on the experiences of teachers in developing literacy skills of kindergarten learners were individualized instruction, play-based learning, and collaborative engagement with families. Furthermore, the coping mechanisms of teachers with the challenges encountered in developing early literacy skills of kindergarten learners, there were three major themes that emerged namely differentiated instruction strategies, collaborative professional development, and engaging families and communities. Finally, the following were the emergent themes on the insights of teachers namely, early literacy foundations, fostering a love for reading and learning, and assessment and progress monitoring. The study could inform teachers and school administrators about effective instructional practices for early literacy development. Insights gained from teachers' experiences could lead to the refinement of teaching methods and the adoption of evidence-based strategies in kindergarten classrooms. The findings could also be used to tailor professional development programs for educators, focusing on enhancing their knowledge and skills in early literacy instruction. Teachers could benefit from targeted training that aligns with the challenges and best practices identified in the study. The research study on teachers' experiences in developing kindergarten literacy skills offered practical implications for improving early literacy instruction, teacher training, and support systems to ensure that all young learners had a strong foundation in reading and writing.