Authors : Regine U. Dela Peña

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/2uzkue8x

Scribd : https://tinyurl.com/22xe4e34

DOI : https://doi.org/10.38124/ijisrt/25aug100

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Abstract : This study takes a deep dive into how kindergarten teachers in Langilan District, Davao del Norte view the growth of numeracy skills in their young learners. Through meaningful conversations with ten public kindergarten teachers, I set out to gather their personal stories, their strategies for overcoming challenges, and the insights they’ve gleaned about teaching math effectively to little ones. During our chats, three major themes really stood out. First off, these dedicated teachers emphasized how crucial early intervention is for developing children’s math abilities. They genuinely believe that beginning this journey at a young age can profoundly influence a child’s educational path. Secondly, they highlighted the magic that happens when play is woven into their lessons. Making numeracy concepts fun not only helps kids grasp them more easily but also turns the learning process into an enjoyable adventure. The joy in their voices as they shared their playful teaching methods was truly inspiring—it’s clear they see learning as a delightful journey. That said, the teachers did open up about the tough challenges they encounter, especially concerning limited resources. They spoke candidly about these obstacles, but rather than allowing discouragement to set in, they shared creative ways to make the best of what they have. Many talked about the importance of teamwork with their colleagues, exchanging materials and ideas, and they expressed their determination to advocate for more support and funding for their programs. Moreover, their experiences underscored the importance of customizing learning experiences to fit each child’s unique needs. They recognized that blending numeracy into the curriculum and linking it to real-life situations could greatly enrich students' understanding and excitement about math.

Keywords : Numeracy Development, Kindergarten Teachers, Early Childhood Education, Qualitative-Phenomenology.

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