Impact Of Face-To-Face Class Resumption on Early Childhood Development Competencies

Abstract

This study examined the impact of face-to-face class resumption on the Early Childhood Development (ECD) competencies of kindergarten learners. Using a descriptive-quantitative research design, the study assessed 86 participants comprising 2 teacher respondents and 84 kindergarten learners through the standardized Early Childhood Development (ECD) checklist issued by the Department of Education (DepEd). This tool measured learner progress across multiple domains: socio-emotional, gross motor, fine motor, self-help, receptive and expressive language, and cognitive development. Pre- and post-assessment results showed marked developmental improvements in all areas following the resumption of face-to-face classes. Regular school attendance further supported learner engagement and exposure to formal instruction. The use of paired samples t-test revealed statistically significant differences between pre- and post- assessment scores, affirming the positive impact of in-person learning modalities. To address residual developmental gaps and reinforce instructional effectiveness, an Enhancement Plan was developed. The plan featured targeted, phase-based interventions aligned with DepEd’s quarterly framework. The study affirmed that structured early learning environments and consistent school attendance were critical in promoting holistic growth among young learners in the post-pandemic context.