Navigating Learning in the Classroom: Preschool Learners’ Experiences of Skill Acquisition and Attitudinal Development in Early Childhood Education

Abstract

Early childhood education plays a crucial role in shaping learners’ foundational skills, learning behaviors, and attitudes toward education. Preschool classrooms serve as important environments where young learners acquire cognitive, social, emotional, language, and motor skills that influence future academic success. This study explored the experiences of preschool learners regarding skill acquisition and attitudinal development at Sinamar Norte Elementary School, San Mateo South District, Philippines. Employing a qualitative case study design, the study involved fifteen (15) preschool learners, five (5) preschool teachers, one (1) school head, and ten (10) parents selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, focus group discussions, and document analysis. Findings revealed that play-based learning, teacher-guided interaction, collaborative activities, positive reinforcement, family support, and nurturing classroom environments significantly contributed to learners’ skill acquisition and positive attitudes toward learning. Preschool learners developed communication skills, social competence, self-confidence, emerging literacy and numeracy skills, and positive learning behaviors through meaningful classroom experiences. The study highlights the importance of developmentally appropriate pedagogical practices in fostering holistic learner development during the early childhood years. Findings provide valuable insights for educators, administrators, and policymakers seeking to strengthen preschool education in rural public schools.