The Dynamics of Face-To-Face Learning and Developmental Progress in Early Childhood

Abstract

This study investigated the effects of the resumption of face-to-face classes on the Early Childhood Development (ECD) competencies of kindergarten learners. Employing a descriptive- comparative research design, the study assessed 45 participants comprising 1 teacher respondent and 45 kindergarten learners using the standardized Early Childhood Care and Development (ECCD) checklist provided by the Department of Education. This instrument evaluated learner progress across five key domains: health, well-being and motor development; socio-emotional development; language, literacy and communication; mathematics; and understanding of the physical and natural environment. Pre- and post-assessment data indicated substantial developmental improvements in all domains following the resumption of in-person classes. Learners demonstrated notable growth in fine motor skills, expressive language, socio-emotional regulation, early literacy, numeracy, and environmental awareness. High rates of regular school attendance contributed to increased engagement and learning consistency. Statistical analysis, specifically the paired samples t-test, confirmed significant differences between pre- and post-assessment scores, highlighting the positive impact of face-to-face instruction. In response to identified learning gaps, an Enhancement Plan was developed featuring phase-based, targeted interventions aligned with DepEd’s academic quarters. The findings affirmed that structured classroom environments and sustained attendance were essential for fostering holistic development among kindergarten learners, particularly in a post-pandemic educational landscape.