Inclusive Practices in Early Childhood Education: The Interplay Between Classroom Management and Learning Skills

Abstract

This study investigated the relationship between teachers' classroom management practices and learners' learning skills in inclusive early childhood education. Utilizing a quantitative research approach with a descriptive-correlative design, data were gathered from 30 participants selected through purposive sampling. The demographic profile revealed that a majority of the respondents were female, aged 30–39 years, held ongoing master's units, and possessed 6–10 years of teaching experience. Weighted mean analysis indicated that teachers highly demonstrated classroom management practices, led by responsiveness and strategic influence. Concurrently, learners exhibited high proficiency in baseline learning domains, scoring highest in verbal competence and attention, though mathematical skills emerged as an area for improvement. Inferential testing using Spearman’s rank correlation revealed a statistically significant, strong positive relationship between teachers' classroom management practices and learners' learning skills leading to the rejection of the null hypothesis. This demonstrates that proactive, responsive classroom organization directly drives the development of foundational student competencies. Ultimately, the output of the study led to the formulation of the CRES Framework. It provides a comprehensive and transformative model for embedding inclusive practices within early childhood education by focusing on four interconnected pillars: Cognitive anticipation, intentional Relationships, Encompassing multi-domain support, and a Supportive school environment. The CRES Framework serves as a holistic roadmap for establishing equitable, nurturing, and highly responsive learning environments where all diverse learners can thrive.