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February 9, 2026

Numeracy Development in Early Childhood Education: Experiences of Kindergarten Teachers in the Division of Davao Del Norte

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Authors

RPRegine U. Dela Peña

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Overview

Qualitative exploration reveals effective numeracy teaching strategies among kindergarten teachers, suggesting that early interventions enhance learning outcomes.

Key Points

  • The study aims to explore kindergarten teachers' perspectives on developing numeracy skills in young children.
  • Conducted interviews with ten public kindergarten teachers in Langilan District.
  • Collected personal stories and teaching strategies regarding numeracy development.
  • Identified themes related to early intervention, play integration, and resource challenges.
  • Teachers highlighted early intervention as crucial for children's math development.
  • Playful approaches to teaching numeracy were found to enhance engagement and understanding.
  • Challenges related to limited resources were acknowledged, yet teachers shared innovative solutions and a commitment to collaboration.

Cite This Study

Regine U. Dela Peña (2025) studied this question.

synapsesocial.com/papers/698979e9f0ec2af6756e8013https://doi.org/10.38124/ijisrt/25aug100
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