Paper Contents
Abstract
AbstractThis study explored the lived experiences of kindergarten teachers in fostering the emotional and cognitive development of young learners in the Apopong District, General Santos City. Utilizing a phenomenological approach, the research focused on ten (10) kindergarten teachers who provided in-depth narratives of their classroom practices and challenges. Data were collected through in-depth interviews and were analyzed using Colaizzis method to extract significant themes and insights. The findings revealed that educators actively promoted curiosity, social interaction, and emotional regulation through play-based learning and structured routines. Teachers shared that fostering a positive classroom environment supported childrens ability to manage emotions and engage in problem-solving activities. However, challenges such as inconsistent parental expectations, lack of empathy, and limited resources hinder optimal development. Despite these, teachers employed coping mechanisms such as collaborative classroom practices, the use of technology and innovation tools, and professional development initiatives. The study also emphasized the importance of empathy, positive reinforcement, and structured discipline in shaping learners social and academic outcomes. Insights drawn from the study underscored the critical role of teacher preparation, ongoing training, and supportive school climates in promoting holistic child development. This research provides a valuable contribution to early childhood education by highlighting effective strategies and areas for policy intervention in fostering young learnersemotional and cognitive growth.Keywords: kindergarten education, emotional development, cognitive development
Copyright
Copyright © 2025 Joan A. Cortel. This is an open access article distributed under the Creative Commons Attribution License.
