Effects Of Resuming In- Person Classes on Early Childhood Development Competencies

Abstract

This study examined the impact of the resumption of face-to-face classes on the Early Childhood Development (ECD) competencies of kindergarten learners school. Utilizing a descriptive- comparative research design, the study assessed 94 kindergarten learners and 2 teacher respondents through the standardized Early Childhood Care and Development (ECCD) checklist provided by the Department of Education. The research focused on five developmental domains: health, well-being and motor development; socio- emotional development; language, literacy, and communication; mathematics; and understanding the physical and natural environment. Demographic and socioeconomic data—including age, gender, parents’ occupation, family income, and attendance were also collected to contextualize the findings. Results revealed that learners initially demonstrated “Developing” competencies, particularly in fine motor skills, early literacy, and numeracy. However, post-assessment indicated significant improvements, with most learners reaching the “Consistent” level in all domains after one year of in-person instruction. The statistical analysis confirmed a significant difference between pre- and post-assessment scores, validating the positive influence of face-to-face classes on holistic child development. Based on these findings, an enhancement plan was developed to address persistent gaps and further strengthen early learning outcomes. The study underscored the importance of sustained, targeted interventions and active collaboration among teachers, families, and community stakeholders in fostering optimal early childhood development.