Title: Level of Teachers' Implementation of Kindergarten Time Blocks and Learners' Performance in Developmental Domains
Authors: Cherry Dawn A. Apatan, Ma. Gloria E. Liquido, PhD
Volume: 10
Issue: 2
Pages: 122-126
Publication Date: 2026/02/28
Abstract:
This study determined the relationship between teachers' implementation of the kindergarten blocks of time and the level of performance of kindergarten learners across physical, language, cognitive, and socio-emotional developmental domains. Specifically, it examined how instructional strategies, classroom management, and learner engagement, as components of block-of-time implementation, were associated with learners' developmental outcomes. The study employed a descriptive-correlational research design. Data were gathered using researcher-adapted questionnaires based on established instruments and the Early Childhood Care and Development (ECCD) checklist, which underwent face and content validation by experts in early childhood education and reliability testing through pilot implementation. Data collection followed approved administrative procedures, with questionnaires administered both personally and online. Quantitative data were analyzed using descriptive statistics and Spearman's rho correlation coefficient to determine the presence and strength of relationships between variables. Findings revealed that instructional strategies showed a significant positive relationship with language and cognitive development, indicating that learner-centered instructional practices during the kindergarten blocks of time support the development of communication and thinking skills. However, instructional strategies were not significantly related to physical and socio-emotional development. Learner engagement demonstrated a significant positive relationship with physical and language development, suggesting that active participation in classroom activities contributes to improved motor coordination and language skills. No significant relationship was found between learner engagement and cognitive or socio-emotional development. Additionally, classroom management did not show a significant relationship with any of the four developmental domains. The study highlights that instructional strategies and learner engagement play complementary roles in enhancing specific areas of kindergarten learners' development, while classroom management primarily serves as a supportive condition for effective teaching and learning