Authors : Ivy Joi E. Cataluña

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/58ff8v52

Scribd : https://tinyurl.com/589ntu3c

DOI : https://doi.org/10.38124/ijisrt/26jun191

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored Kindergarten teachers' reflections on learners without Early Childhood Development (ECD) backgrounds and the challenges they encounter in handling them in the classroom. It examined how the lack of ECD exposure affects learners’ readiness for formal schooling, particularly in cognitive, socio-emotional, language, and fine-motor development, and the strategies teachers use to address these needs. Using a qualitative phenomenological approach, data were gathered through interviews with Kindergarten teachers from selected schools in Malungon 4 District and analyzed using thematic analysis. Findings revealed that learners without ECD backgrounds commonly struggled with classroom routines, attention span, communication, fine motor skills, and social interaction. Teachers noted that these learners required more guidance, patience, and individualized support. To address these challenges, teachers employed differentiated learning and collaboration with parents. The study emphasized the importance of Early Childhood Development in preparing children for formal schooling. It highlighted the need for strengthened early childhood programs and transition support to help learners successfully adapt to Kindergarten education.

Keywords : Formal Schooling, Kindergarten Learners, Reflections, and Early Childhood Development Backgrounds.

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