Promoting Learning Skills Through Student Engagement: A Qualitative Study of Teaching Practices in Kindergarten to Grade 2 Classrooms

Abstract

Developing foundational learning skills through meaningful student engagement is essential during the early years of basic education. Kindergarten to Grade 2 teachers play a vital role in fostering learners' literacy, numeracy, communication, critical thinking, and socio-emotional development through engaging and developmentally appropriate instructional practices. This qualitative study explored the teaching practices employed by Kindergarten to Grade 2 teachers in promoting learning skills through student engagement at Ubao Elementary School Extension, Aguinaldo District. Specifically, it examined how teachers design engaging learning experiences, sustain learner participation, address diverse learning needs, and improve instructional practices. Anchored on Constructivist Learning Theory and Vygotsky's Social Constructivist Theory, the study employed a phenomenological research design. Twelve Kindergarten to Grade 2 teachers were purposively selected as participants. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed four major themes: creating learner-centered and play-based learning experiences, promoting active participation through interactive and collaborative learning, differentiating instruction to meet diverse learner needs, and engaging in reflective teaching for continuous improvement. Participants emphasized that meaningful engagement enhances learners' motivation, confidence, communication, collaboration, and mastery of foundational competencies. Despite challenges such as varied learner readiness, limited instructional resources, and short attention spans, teachers demonstrated flexibility and creativity in sustaining active participation. The study underscores the importance of learner-centered pedagogy, differentiated instruction, and reflective practice in strengthening early childhood education. The findings provide practical insights for teachers, school leaders, and curriculum developers in improving instructional practices that support the holistic development of young learners and promote lifelong learning.