Teachers Best Practices in Teaching Kindergarten Pupils: An Approach to Framework Implementation

Abstract

This study investigates teachers’ effective strategies in teaching kindergarten pupils, focusing on implementing frameworks concerning self-regulation and self-determination. Utilizing a qualitative phenomenological method and Focus Group Discussions (FGDs), the study assesses best practices among preschool teachers, employing purposive sampling involving ten respondents. The findings reveal that optimal techniques for self-regulation involve diverse classroom characteristics conducive to varied teaching methods, supportive organizational structures, and planned child-centered curricula. Parental solid involvement positively impacts academic progress, while evaluation practices identify learning strengths and weaknesses. Regarding self-determination, effective communication fosters social development, enhancing the classroom climate. Program and class characteristics engage students in real-world connections through interactive activities. However, challenges persist, including enforcement gaps affecting instructional methods, pupil health influencing the learning environment, and the need to accommodate diverse academic journeys while fostering belongingness and competence. This study underscores the multifaceted nature of effective teaching strategies and the complex challenges teachers face, emphasizing the necessity for comprehensive approaches in early childhood education. Keywords: Teaching best practices, Teaching kindergarten pupils, Challenges in teaching, Qualitative phenomenological research, Philippines