Author

Alfilyn G. Gannaban
Northeastern College
Santiago City, Isabela, Philippines
Email: alfilyn.gannaban@deped.gov.ph

Abstract

This study examined the implementation of developmentally appropriate practices (DAP) and classroom management approaches among kindergarten teachers in Santo Tomas, Isabela, and determined the relationship between these variables, as well as the challenges encountered in practice. Using a descriptive-correlational design, data were collected from 30 kindergarten teachers using a validated survey. Findings revealed that teachers frequently implement child-centered learning, play-based instruction, individualized and culturally responsive teaching, and age-appropriate assessment practices. Classroom management approaches were also widely practiced, particularly in establishing routines, promoting positive behavior support, fostering nurturing teacher-child relationships, and organizing conducive learning environments. Results further showed a significant positive relationship between DAP and classroom management, indicating that developmentally aligned instruction supports effective behavior management. However, teachers reported challenges such as large class sizes, limited resources, insufficient training, and time constraints. These findings imply the need for strengthened professional development, resource allocation, and supportive policies to enhance instructional quality and sustain effective early childhood practices.

Keywords: Developmentally appropriate practices, classroom management, kindergarten teachers, early childhood education, Philippines

DOI: http://doi.org/10.69651/PIJHSS0501783

Recommended citation:
Gannaban, A. G. (2026). Developmentally appropriate practices and classroom management approaches among kindergarten teachers in Santo Tomas, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8717-8724. http://doi.org/10.69651/PIJHSS0501783

Read the full text

References

Ahonen, A. (2019). Educating the whole child: Holistic approaches in early years education. Scandinavian Journal of Educational Research, 63(3), 453-470.

Alenezi, A. (2020). The implementation of developmentally appropriate practices in early childhood programs as practiced by kindergarten teachers in the State of Kuwait. Journal of Educational and Psychological Sciences, 21(4). https://doi.org/10.12785/JEPS/210406

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Barsness, H. G. (2017). A play-based approach to classroom management in early childhood settings. Journal of Early Childhood Teacher Education, 38(4), 333-348.

Brown, C. P., Ku, D., Puckett, K., & Barry, D. P. (2023). First-year teachers’ challenges with implementing developmentally appropriate practices in their public school classrooms. Journal of Research in Childhood Education, 38, 104-122. https://doi.org/10.1080/02568543.2023.2190787

Cade, J., Wardle, F., & Otter, J. (2022). Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice. Cogent Education, 9. https://doi.org/10.1080/2331186X.2021.2018908

Copple, C., & Bredekamp, S. (2019). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.

Department of Education. (2016). Policy guidelines on daily lesson preparation for the K to 12 basic education program (DepEd Order No. 47, s. 2016).

Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.

Franko, M., & Zhang, D. (2021). Aligning preschool and kindergarten classroom learning experiences. In Handbook of research on supporting preschoolers’ literacy development through language and discourse practices (pp. 60-83). IGI Global. https://doi.org/10.4018/978-1-7998-4435-8.CH004

Ihmeideh, F., Alelaimat, A., & Jumiaan, I. (2020). Kindergarten teachers’ perspectives towards developmentally appropriate practice in Jordan. Early Child Development and Care, 190(2), 214-226. https://doi.org/10.1080/03004430.2018.1468415

Julian, C., Trice, A., & McBride, M. (2023). Instructional management in early years education: Practices and perceptions. Contemporary Issues in Early Childhood, 24(1), 57-72.

Lettington, L. (2018). The cultural dimension of developmentally appropriate practice. International Journal of Early Childhood, 50(3), 389-404.

Mooy, B. (2018). Responsive relationships and classroom climate in early education. Contemporary Issues in Early Childhood, 19(2), 144-157.

Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2009). The contribution of classroom setting and quality to children’s behavior in kindergarten. Elementary School Journal, 110(2), 140-162.

Romstein, K. (2015). Developmentally appropriate teaching strategies for preschool children with disabilities in inclusive settings. Journal of Inclusive Education, 15, 22-35.

Shinta, S. D., Putri, A. P., & Nugroho, I. S. (2021). Building positive teacher-child relationships: Impacts on classroom behavior. International Journal of Early Childhood Education, 27(3), 215-229.

Tomar, D., & Sharma, A. (2022). Gamification in preschool education: Classroom management through play. Early Child Development and Care, 192(2), 184-198.

Turk, C., Kartal, A., Karademir, A., & Ocal, E. (2019). Preschool teachers’ views of classroom management processes. International Journal of Turkish Literature Culture Education.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.