K To 3 Matatag Curriculum Implementation Through the Lens of Early Childhood Teachers: Insights and Implications for Literacy Instructional Practice

Abstract

This research assessed the implementation of the K to 3 MATATAG Curriculum through the lens of early childhood teachers their insights and implications for literacy instruction practice. This study utilized a descriptive correlational design. It utilized an adopted survey questionnaire. Thirty purposively selected K to 3 teachers participated, providing their insights on the extent of curriculum implementation in three areas: alignment of literacy competencies with learners’ developmental readiness, appropriateness of instructional materials for early literacy, and integration of child-centered literacy instruction. Findings, revealed that literacy competencies were generally aligned with learners' developmental readiness across grade levels. However, while instructional materials for early literacy deemed “Frequently Implemented,” the results also indicated a need for further improvement in material availability and integration to fully support literacy development. In terms of child-centered literacy instruction, teachers reported effectively using learner-focused strategies that actively engage students and place them at the center of the learning process. Overall, the study found a significant relationship between the extent of MATATAG Curriculum implementation and perceived early literacy outcomes. This suggests that consistent and effective application of MATATAG-aligned practices, such as explicit reading and writing instruction; positively influences learners’ acquisition of foundational literacy skills. Therefore, sustaining and enhancing the implementation of the MATATAG Curriculum may further strengthen early literacy outcomes in the foundational years.