Exploring Challenges in Numeracy Skills of Kindergarten Learners in Ifugao,Philippines

Exploring Challenges in Numeracy Skills of Kindergarten Learners in Ifugao,Philippines | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Challenges in Numeracy Skills of Kindergarten Learners in Ifugao,Philippines Alma Tayaban This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7476144/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study explores challenges of kindergarten teachers in teaching numeracy skills in Ifugao, a rural province in the Philippines. It aims to address gaps in early mathematics education to better prepare learners for future academic challenges and assessments. Employing a qualitative approach, this paper gathered data from key administrators and kindergarten teachers including official documents through interview, observation, and document scanning. Using thematic data analysis, the results revealed four challenges in Teaching Numeracy Skills in the Kindergarten such as pedagogical challenge(i.e limited of advanced and effective teaching strategies in teaching numeracy skills),Curriculum Implementation Challenges ,( i.e by frequent changes and introducing new curriculum that requires continuous adaptation and often disrupting instructional continuity and teacher focus), Educational Resources and Support Challenges (i.e Teachers often face constraints such as inadequate teaching materials and limited access to professional development opportunities),and Parental Support Challenges(i.e poor collaboration of parents ).To address these challenges, recommendations include implementing professional development programs for educators focused on innovative strategies, developing a consistent and regularly reviewed kindergarten curriculum, improving access to teaching materials and technological resources, and enhancing parental engagement through regular communication and workshops. To achieve these goals, schools should conduct benchmarking activities to identify and apply best practices from successful educational institutions. Furthermore, higher education institutions should establish extension programs to support these efforts. Collaboration among all stakeholders, including educators, parents, policymakers, and community leaders, is essential to address the challenges in kindergarten education. early mathematics education parental involvement pedagogical challenges Introduction Foundational skills are essential for preparing learners for life. Once developed, these skills enable individuals to embark on a successful academic journey and prepare them for the workforce (World Bank Group, 2024 ). The United Nations Sustainable Development Goals (SDG), particularly SDG 4 (Quality Education) under Target 4.2 (equal access to quality pre-primary education), recognizes the importance of foundational skills through foundational learning (Küfeoğlu, 2022 ; UNESCO, 2017 ). When discussing foundational skills, which are molded in early childhood education, numeracy is vital alongside literacy (Vasoya & Vansdadiya, 2023 ). According to Cao Thi et al. ( 2023 ), numeracy skills involve a child's ability to understand and work with numbers. These skills include basic arithmetic, understanding shapes and patterns, and developing problem-solving abilities. When children grasp these skills early, they are better prepared for the more complex mathematical concepts they will encounter in later stages of their education, as synthesized from several studies by Wright ( 2013 ). On the other hand, when children have a fair proficiency in acquiring this skill at a young age, they are at risk of encountering difficulties in learning mathematics (Lopez-Pedersen et al., 2023 ). Further exploring numeracy in early childhood education, several studies have delved into this area. For example, Whyte et al. ( 2018 ) conducted qualitative research to explore Kindergarten educators' perspectives on their roles. Pincheira and Alsina ( 2022 ) utilized content analysis to examine pre-service teachers' mathematical knowledge in developing algebraic tasks. Furthermore, Henningsen ( 2013 ) argued for the benefits of authentic inquiry in preschool. They illustrated how young children's engagement in mathematical and literacy activities nurtures an understanding of these subjects and their broader environment. Research into strategies for teaching numeracy in early math education has also been extensive. Ali and Mukhtar ( 2017 ) demonstrated that implementing the Fun-Learning Kid’s tool through play-based methods enhances preschoolers’ multiplication skills and cognitive development, irrespective of school type. Chigeza and Sorin ( 2016 ) conducted a study in Australia, revealing that integrating child-guided and adult-guided learning alongside arts-based strategies like drawing and postcard exchanges enhances Kindergarten children’s grasp of numeracy concepts. They advocate for intentional teaching quality and adopt a numeracy progress monitoring scheme. Spencer ( 2013 ) discussed the positive impact of emerging mobile technologies such as iPads on children’s motivation and self-efficacy in learning numeracy. Baroody ( 2017 ) emphasized the effectiveness of hands-on experiences using familiar objects, stories, or pictures tailored to children’s interests and readiness for learning mathematics. However, researchers face challenges in determining the precise efficacy of these methods, demanding consideration of children’s internal thoughts and emotions during learning processes. In addition to studies on teaching interventions, Björklund et al. ( 2020 ) conducted a meta-synthesis of contemporary research presented at mathematics conferences and in special journal issues. They presented that these studies have focused on the effectiveness of these interventions, factors influencing children's mathematical development, and critical mathematical concepts observed in young learners. Another meta-synthesis by Mononen et al. ( 2014 ) reviewed 19 peer-reviewed studies on early numeracy interventions for at-risk children aged four to seven, finding that various instructional methods, including explicit teaching, computer-assisted instruction, games, and the use of different levels of math representations, effectively improved children's math skills. While the interventions discussed in the studies above aim to improve numeracy skills, recent research emphasizes persistent challenges in early childhood numeracy education. This ongoing difficulty suggests that current foundational approaches may not enhance numeracy competence. Wästerlid (2019), examining kindergarten to third-grade learners struggling with math, reviewed 18 articles from ERIC, PsychINFO, and Web of Science. These studies identified low achievers primarily through test scores and teacher assessments of addition, subtraction, and counting skills. Despite using quantitative methods, which focus on numerical outcomes, the studies imply that understanding how children learn math differently may require qualitative insights. Furthermore, additional research has explored ongoing difficulties in areas such as clock recognition (Earnest et al., 2018 ; Hus, 2022 ; MacDonald & Murphy, 2020 ; Mutlu & Korkmaz, 2020 ), number sequencing (Gould, 2016 ; Pasnak et al., 2016 ), and basic arithmetic operations (Jabeen et al., 2021 ). Policymakers and educators could gain insights from studies on numeracy in early childhood education. These works serve as evidence of effective interventions for teaching numeracy skills to young children, inform curriculum development, support professional development, enhance early intervention programs, and promote evidence-based practices in educational policies and programs. However, these existing literatures suggest several areas for further exploration and improvement. Firstly, studies should explicitly connect their findings to specific SDG targets to make parallel to educational interventions with global development priorities. Secondly, they could consider contexts with limited technology and infrastructure to ensure that educational strategies are adaptable and inclusive across diverse settings. Thirdly, while qualitative and quantitative methodologies have been valuable, researchers could benefit from mixed methods approaches, as advocates argue that combining both could offer a more inclusive understanding of the issues investigated, overcoming the limitations of relying solely on qualitative or quantitative methodologies. Lastly, more studies focusing on specific contexts, such as local communities, are needed to ensure that educational practices are equitable, accessible, and inclusive. This micro-level consideration goes with the argument of Castillo ( 2023 ) and Castillo and Tumitit ( 2024 ), who suggest that integrating local community realities can inform inclusive and practical macro-policies. In the Philippines, the curriculum emphasizes the development of numeracy skills during early childhood education, specifically in kindergarten. These skills are categorized under the cognitive domain. According to the curriculum, learners are expected to cultivate thinking skills and comprehend mathematical patterns, number concepts, and measurements such as length, capacity, mass, and time through hands-on experiences with concrete objects and materials (Department of Education, 2023 ). Based on reviewed studies and the Philippine kindergarten curriculum, this framed the conceptual direction of the study, which pursued dimensions of numeracy skills such as: (1) clock time recognition – involves the ability of learners to identify the hour and minute hands on an analog clock, differentiate between them, and accurately name the hours and minutes they indicate; (2) number sequence identification - encompasses students' ability to recognize numbers that precede, follow, or fit between given sequences, arrange numbers in ascending or descending order, identify missing numbers within sequences, recognize basic number patterns, and compare numerical values to determine relative magnitude; (3) recognizing addition and subtraction phrases - involves learners identifying terms indicating addition ("put together," "add to," "in all") and subtraction ("take away," "less," "are left"), understanding the concepts of combining groups or adding to a set for addition, and removing items from a group or finding what remains for subtraction, while also performing addition and subtraction operations with numbers up to 10; and (4) adding and subtracting quantities using concrete objects - involves learners adding quantities up to 10 and subtracting quantities up to 10 using tangible materials. They understand the concepts of combining quantities to find totals for addition and finding remainders for subtraction and apply these skills to solve simple problems using concrete objects. Similar to the contexts discussed in the studies mentioned above, the Philippines faces challenges in achieving its educational goals, as evidenced by its performance in international and national assessments. According to Espinosa et al. (2023), the current teacher education curriculum in the Philippines falls short of meeting the standards of international large-scale assessments (ILSAs). Notably, two ILSAs, the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), specifically assess numeracy skills. This issue is further corroborated by news reports indicating that the Philippines lags globally not only in mathematics but also in reading and science (Chi, 2023 ; Hernando-Malipot, 2023 ). While kindergarten is not included in these ILSAs, it may indicate an area for improvement in early mathematics education. Findings from these assessments suggest that the foundational numeracy skills taught during kindergarten may need more attention. Therefore, emphasizing and refining early mathematics education could prove beneficial in preparing learners for future academic challenges and assessments. Reflecting on the contexts, gaps and connecting realities and experiences as an educator in Ifugao - a province in the Philippines located in the highlands of the Cordillera, the researcher contends that more work is needed to improve the numeracy of kindergarten learners. Observations and initial interviews reveal that this rural province shares common challenges in developing learners’ numerical competency. This paper argues that Ifugao could present these challenges from a micro perspective, which could inform actions for targeting pedagogical challenges and providing learner support on a macro level, preparing these learners for future endeavors in education and the community. Grounded on the rationale presented, this paper holds significance in informing inclusive macro-policies and providing a contextual basis for understanding the numerical competencies of Kindergarten learners and the challenges that may affect them. Above all, it offers a glimpse of progress towards SDG Target 4.2, with a focus on numeracy, especially as the 2030 deadline for measuring overall SDG attainment approaches. Methodology Research Design This study employed a qualitative descriptive research method utilizing interview, observation, and document scanning as data collection tools. The qualitative approach is appropriate in exploratory studies when the subject of inquiry is not a very known phenomenon and has not been extensively explored which requires delving deeper into a reality (Hay, 2002). Research Area The study was conducted in Ifugao, a highland rural community in the Northern Philippines particularly in the Cordillera Administrative Region (CAR). It is situated in a geographically challenged area of Ifugao Province which is accessible for an 8-hour ride from the capital city of Manila. Ifugao is known for its rich cultural heritage and unique educational context, providing a distinct environment for this research. Research Participants This study utilized purposeful sampling to ensure that the study’s respondents were specifically selected for their relevance to the research questions. The inclusion criteria required respondents to be educators in kindergarten with a minimum of two years of teaching experience. This criterion ensured they had sufficient exposure to and understanding of the kindergarten educational environment, enabling them to create meaningful insights. Furthermore, only educators from public schools in Ifugao were included in the study. This focus was chosen to maintain consistency in the educational setting and address the specific challenges and practices in public kindergarten education. The study also included administrators overseeing kindergarten levels in public schools. These administrators, alongside the educators, were considered respondents due to their in-depth knowledge of kindergarten realities. Their firsthand experiences and daily supervision of the kindergarten curriculum and learners provided perspectives that enriched the study’s findings. Through this technique, the researcher obtained 105 respondents. These respondents participated in both closed- and open-ended questionnaires. Data Gathering Tools An interview guide question was formulated. The study's instrument was validated and refined by language and research experts proficient in both qualitative methodologies, along with two kindergarten educators holding master's and doctoral degrees in Early Childhood Education, who served as master teachers in kindergarten education. After incorporating experts' feedback, the tool were used. Sample questions are provided below in Table 1 . Table 1 Sample guide questions for challenges in teaching numeracy skills in kindergarten Sample Guide Questions 1. Can you describe the primary teaching strategies you used to teach mathematics to Kindergarten pupils? 2. How do you incorporate hands-on activities or manipulatives into your mathematics instruction? 3. Are there any specific instructional materials or resources that you find particularly effective in teaching mathematics to kindergarten pupils? 4. Do you feel adequately prepared to teach mathematics to kindergarten students? If not, what areas do you feel you need additional support or training in? 5. What are some of the challenges you encounter when teaching mathematics to kindergarten pupils? 6. Do you feel adequately prepared to teach mathematics to kindergarten students? If not, what areas do you feel you need additional support or training in? 7. How do external factors such as limited resources or time constraints impact your ability to teach mathematics effectively? 8. Are there any specific student-related challenges that you face when teaching mathematics in kindergarten? If so, how do you address them? Data Gathering Procedure In data gathering, a semi-structured interview was utilized where in-depth interviews were conducted personally to school administrators and kindergarten teachers and randomly selected. Secondary data from official documents and reports was secured and the gathered data were scanned and sorted by the researcher as to relevance to research objectives. Analyzing of Data Qualitative data gathered was generally analyzed using thematic analysis. Recorded responses from key informants were transcribed verbatim by the researchers which were then categorized and coded under different themes. To facilitate readability, these were translated from their original statement such as those in Filipino to English. Translation was done by the researcher using contextual meaning to retrieve the real thought of the statements and which were then verified with the recording. The data were validated through consultation with other researchers. In document analysis, the collected documents and reports were screened based on its relevance to research objectives. Data were described, transcribed, recorded, and coded which were then categorized and/or measured under certain themes. Data was also validated through cross reference with another researcher-coder. Data was presented using a system of enumeration. Data validation will also be employed through consultation with other researchers and experts in the filed through forums and panel discussions. Findings/Results The study primarily explored the challenges in teaching numeracy skills in the Kindergarten specifically in Ifugao ,Cordillera Administrative Region, Philippines which has not been extensively investigated as to its experiences. This study viewed different challenges that affect the numeracy skills in the kindergarten .Therefore, further pedagogical enhancements are necessary to address these challenges in this component, ensuring learners' progress in more advanced mathematics throughout their educational journey and improving their performance in international examinations. Generally, four (4) challenges in teaching numeracy skills in Kindergarten were identified such as (a) Pedagogical Challenges, (b) Curriculum Implementation Challenges (c) Educational Resources and Support Challenges, and (d) Parental Involvement Challenges. Pedagogical challenges The first challenge in teaching numeracy skills in the kindergarten is pedagogical challenges. One issue in this theme is the short attention span of young learners, which necessitates innovative and interactive teaching strategies to sustain interest. One teacher remarked, "The short span of interest of kids requires constant innovation in teaching strategies to keep learners motivated."(Note, P20) This reflection directs a need for teachers to continuously develop and employ creative methods to engage learners in numeracy learning. Classroom management is another critical concern, especially when integrating children with disabilities alongside regular learners. This inclusion affects instructional delivery and limits the ability to ensure individualized attention. One teacher expressed this challenge, noting, "Handling a large number of pupils in class limits the ability to provide individualized attention."(Note, P50) Furthermore, behavioral issues linked to modern distractions like technology pose additional hurdles. One teacher observed, "The behaviors of children nowadays…they have a very short span of interest, they manifest laziness,"(Note, P1) The fatigue and stress associated with teaching kindergarten are also substantial concerns. One teacher shared, "Sometimes I felt so tired. It is tough to handle kindergarten; it is the foundation, and the teacher needs to develop skills like mathematics."(Note, P23) This sentiment reflects the high demands on kindergarten teachers to deliver effective instruction and lay a solid educational foundation for their learners. In addition, the necessity for professional development and the acquisition of advanced teaching strategies is evident. A teacher noted, "I am still learning strategies to teach mathematics effectively,"(Note, P17) emphasizing the ongoing need for professional growth and learning. Another teacher mentioned the desire for training in digital tools, stating, "Nabayagak ti service ngem kayat ku pay kuma maadal nu kas anu nga ag usar ti digital tools tuy classroom ku. Marigatanak nga mag integrate ti ICT ket napansin ku nga mayat nga usaren ta may ayu da ti ubbing nga makiparticipate ti activities." (Note, P25)(I have been in service for a long time, but I still want to learn how to use digital tools in my classroom. I find it challenging to integrate ICT, but I noticed it is good to use because children participate in activities more.) Moreover, teachers identified specific challenges related to pupil behavior and learning disabilities. One teacher stated, "Pupils with learning disabilities…I separate a lesson for this kid,"(Note, P2) illustrating the additional effort required to cater to diverse learning needs. Another noted, "Short span of kids' interest…more motivations,"(Note, P55) reflecting the constant need for motivational strategies to keep learners engaged. Some teachers need more preparedness and specialization to improve their confidence and effectiveness in teaching kindergarten mathematics. Some respondents expressed feelings of inadequacy, with one saying, "No, since I do not like teaching at the kindergarten level,"(Note, P26) and another stating, "No, kindergarten is not my field of specialization." (Note, P66) These responses point the importance of ensuring teachers are adequately trained and passionate about early childhood education to maximize their effectiveness. External factors such as limited resources and time constraints further exacerbate these challenges. One teacher pointed out, "Lack of creativity and innovative way in teaching math."(Note, P40) At the same time, another mentioned, "I cannot deliver the lesson well"(Note, P43) due to these constraints. These issues indicate the need for better resource allocation and time management strategies to support teachers in delivering high-quality education. Curriculum Implementation Challenges The second challenge of kindergarten educators in Ifugao calls for help with curriculum implementation, which is exacerbated by frequent changes and inadequate preparation. Introducing new paradigms like the MATATAG curriculum requires continuous adaptation, often disrupting instructional continuity and teacher focus. As one teacher expressed, "… pero kung minsan yung paiba-iba ang curriculum na susundin like now we have to follow Matatag Curriculum (Note, P33) (…however, there are times when the curriculum frequently changes, such as the recent shift to the Matatag Curriculum.). This inconsistency can challenge educators' efforts to establish a coherent learning environment. Moreover, the lack of specialized training in kindergarten education further complicates anchoring teaching practices with evolving curricular requirements, contributing to teacher frustration and stress. One respondent agreed in this issue when asked if she enjoys teaching in Kindergarten: "No because the curriculum is always changed."(Note, P31) Another teacher explained the consequence of these changes: "Instead of mastering the different concepts and approaches used in teaching, we need a permanent curriculum or framework to follow in kindergarten."(Note, P60) The practical implications of these challenges are noteworthy. A constantly shifting curriculum can lead to confusion and hinder the ability of teachers to deliver consistent and responsive instruction. One teacher remarked, "More confusion because it will change how to prepare the lessons again."(Note, P30) Additionally, the burden of paperwork and administrative tasks further exacerbates the situation, as noted by a respondent: "Sometimes, because of paperwork, I am not prepared to enter my room."(Note,P5) Furthermore, it is essential to address the professional development needs of educators. As one school head noted, "Dakel ida'y wadad Kinder ni ag pay laeng nangamta ni ustun pahding da ni menghel nunta wada di nemnem da isunga namama la di Math, agda la awawatan ta da nauuneg ni kamauhal ni hapit, ida kamaligati ni mangibaga ni ustu nunta wada di nemnem da (Note,P 75) (Teachers sometimes find it challenging to adjust and determine the appropriate teaching techniques, as kindergarteners are at varying stages of cognitive development, which affects their ability to grasp abstract concepts.). Moreover, the difficulty in finding effective teaching methods that cohere with the developmental stages of young children was highlighted: "Maligatan ya umipakarit hina an mimittulu an manigo hi maphod an uhalon da an muntuddu ya nan effective an strategy an mibagay hinan kailangan di uunga umat hi makapkapya ya matigtigoda "(Note,P14) (Teachers encounter difficulty in identifying effective teaching methods that consider the developmental stages of young children; while hands-on activities and visual aids are crucial, they can also be challenging to implement effectively). Educational Resources and Support Challenges Educational resources and support deficiencies are educators' third challenge in teaching numeracy in kindergarten education in Ifugao. Teachers often face constraints such as inadequate teaching materials and limited access to professional development opportunities. One teacher emphasized, "Sometimes lack of resources affects our teaching because we cannot give our best even though we have a very good plan." (Note, P10) This sentiment points to the challenge of insufficient resources to facilitate effective teaching and learning experiences. Furthermore, concerns voiced by educators shows issues within kindergarten management. For instance, another teacher noted, "Our school head cannot understand us…very authoritative." (Note, P67) This expression indicates a lack of empathetic leadership, which can hinder teacher collaboration and morale. Also, logistical challenges like poor internet connection and a lack of gadgets further impede instructional delivery, as stated: "Poor internet connection…Lack of gadgets." These practical issues aggravate the challenging task of teaching young children, making it difficult to integrate modern educational tools effectively. When reflecting on their career in kindergarten education, teachers express a mix of satisfaction and concern. One teacher shared, "I love kids, only that when we need help related to our teaching, our school head seems not to care. Because they did not experience what we are experiencing."(Note, P15) This statement mirrors a common frustration among educators seeking more empathetic and understanding leadership. In terms of professional development, educators recognize the need for continuous improvement. For example, one teacher identified a specific area for growth: "I want to learn action research to apply in kindergarten."(Note, P9) This desire demonstrates a proactive way to deal with classroom challenges through evidence-based practices. Moreover, concerns about inadequate preparation in specific areas, such as mathematics instruction, persist. A teacher acknowledged, I do not feel confident to teach in kindergarten because I can hardly level my teachings. I am new in the service, so I need more training and learning."(Note, P3) The challenges identified by school heads resonate with educators' experiences. One School Head said: Hay Pongal an challenge nadan mimitulu ya nan aton dan manhandle nadan using an wada di learning disabilities da ,nadan using an delay di development da ya nan using an kahapulan da talaga di special needs, kindly nadan mimitulu kailangan da di training ya supported di Deped ke date tapu master and needs nan using munrugi hi kindergarten (Note,P53)(A challenge for teachers is how to handle some children who have learning disabilities, developmental delays, or other special needs that require tailored strategies and additional support). (Note, P10) Moreover, a School head pointed out: Maligatan ya minakari hina an mimittulu an manigo hi method an halon da an muntuddu ya nan effective an strategy an mibagay human kailangan di uunga umat hi makapkapya ya matigtigoda (Teachers encounter difficulty in finding effective teaching methods that align with the developmental stages of young children, such as hands-on activities and visual aids, which is crucial but can be challenging) (Note,P55) Another School Head also emphasized the importance of ongoing professional development, stating: Nadan mihmihtulu ya kailangan da di professional development umat hi schooling ya mak attend seminars in early childhood education ta hay kanayun da an updated hinan best practices di early childhood education (Teachers may need ongoing professional development to stay current with best practices in early childhood math education).(Note,P33) These statements from the school heads confirm the educators' struggles to adapt teaching strategies to suit kindergarten learners' cognitive and developmental levels and their need for educational resources and support through professional learning opportunities and advancement. Furthermore, issues of lack of collaboration among colleagues further compound the challenges. Several teachers mentioned, "No participation among teachers… No collaboration." This lack of teamwork and shared effort can hinder the exchange of best practices and mutual support among educators, limiting professional growth and collective problem-solving. Parental Involvement challenges Effective collaboration between educators and parents is necessary for kindergarten children's academic success. However, educators encounter significant challenges in Ifugao due to parents' need for more active collaboration. One teacher pointed out, "Sometimes parents are not supportive. Instead of supporting, they criticize us sometimes."(Note, P22) This testament confirms a common frustration where parental criticism replaces constructive engagement. Another teacher emphasized, "There is poor parents' involvement in school likewise with stakeholders, so I always conduct PTCA,"(Note,P11) stressing the need for regular parent-teacher meetings despite limited parental participation. In some cases, parents' attitudes complicate matters. According to one respondent, "Sometimes parents are harsh, and it is hard for them to understand the situation of children in school. May mga parent na kunsintidor (Sometimes parents are harsh, and it is hard for them to understand the situation of children in school. There are parents who are permissive)."(Note,P8) This response suggests that parents need more empathy or understanding regarding their children's educational needs. Furthermore, the consequence of insufficient parental collaboration is profound. As a respondent said, "Children with no support and guidance from parents are very hard to handle."(Note,P12) Discussion This study revealed that the effective development of numeracy skills in kindergarten education is influenced by challenges in pedagogical practices, curriculum implementation, availability of educational resources and support, and parental involvement. In this portion of the paper, it synthesizes empirical analysis from four challenges – Pedagogical challenges, curriculum implementation challenges, educational resources and support challenges, and parental support challenges – suggesting their common influence on kindergarten learners’ numeracy skills in Ifugao. Through this examination of converging qualitative data, this analysis elucidates the possible interplay between instructional strategies, curricular coherence, resource allocation, and parental engagement in ensuring the attainment of numeracy competencies among young learners. Importantly, these findings inform inclusive macro policies and a contextual basis for understanding the numeracy skills of kindergarten learners and the factors that may influence them. Successful interventions based on these insights could contribute to progress toward SDG Target 4.2, particularly within rural communities. Firstly, the pedagogical challenges identified in teaching kindergarten numeracy skills in Ifugao reveal a possible relationship of challenges that affect student skill acquisition, which suggests room for improvement and these challenges are illuminated through insights into classroom dynamics and instructional practices. The short attention spans typical of young learners necessitate innovative teaching strategies to sustain engagement, which is required for developing skills such as clock time recognition and identifying number sequences. Classroom management is a pressing concern, particularly in integrating diverse learners and effectively considering individual learning needs. This challenge emphasizes the importance of contextualized instructional approaches and creating supportive learning environments. Furthermore, the difficulty in maintaining student interest in arithmetic calls for responsive teaching methods and ongoing professional development for educators. While using concrete objects in teaching addition and subtraction represents efforts to facilitate engaging learning experiences, a clear need remains for more effective activities to enhance skill acquisition and deepen conceptual understanding. Drawing from recent studies, integrating digital tools and advanced teaching methods, as suggested by Ali and Mukhtar ( 2017 ), could enhance pedagogical strategies in Ifugao. Similarly, adopting child-guided and adult-guided learning approaches, along with arts-based strategies, as advocated by Chigeza and Sorin ( 2016 ), may effectively address engagement and learning pace variations among young learners. Spencer's (2013) findings on mobile technologies present their potential to boost student motivation and self-efficacy, directing innovative solutions for sustaining interest in arithmetic concepts. Furthermore, Baroody ( 2017 ) accentuates the importance of hands-on experiences to children's interests, which ensures engaging activities to improve numeracy skills. These data support the need for continuous professional development and resource allocation to optimize teaching practices in kindergarten mathematics in Ifugao, Secondly, the curriculum implementation challenges , including frequent changes and lack of continuity, pose barriers to the effective teaching and learning of numeracy skills in kindergarten education. These challenges are echoed in the literature, where Björklund et al. ( 2020 ) emphasize the importance of consistent instructional frameworks and coherent curricular approaches for enhancing numeracy outcomes. Moreover, Mononen et al. ( 2014 ) highlight that effective curriculum design and implementation are crucial for supporting numeracy interventions and improving student performance. To address the challenge numeracy skills and overcoming curriculum implementation obstacles, stakeholders should prioritize the development of a stable and cohesive kindergarten curriculum that guides educators with clear learning objectives and instructional guidelines. Training programs focusing on curriculum articulation and instructional planning for kindergarten can empower educators to navigate curriculum changes effectively. Collaborative efforts between educational institutions and local authorities can ensure curriculum revisions consider regional needs and realities, encouraging greater coherence and relevance in kindergarten education in Ifugao. Further, establishing support scheme such as curriculum implementation task forces or mentorship programs can provide educators with the guidance and resources to implement new frameworks successfully. This method is essential for maintaining instructional continuity and ensuring teachers can focus on delivering high-quality education rather than constantly adapting to new curricular demands. Above all, continuing professional development and access to innovative teaching resources are essential for educators to successfully steer curriculum changes and enhance the quality of kindergarten education in Ifugao. Thirdly, teaching numeracy skills in kindergarten potentially influenced by educational resources and support challenges . The convergence of findings disclose issues such as inadequate teaching materials, kindergarten management problems, logistical challenges, and insufficient collaboration and research capacity. These factors collectively contribute to the challenges of kindergarten teachers in teaching the numeracy skills, emphasizing the need for enhanced resource allocation, supportive leadership, improved technological infrastructure, a collaborative teaching environment, and strengthened research capabilities to enhance numeracy skills in kindergarten education. These finding from Ifugao, a micro-level perspective, reflects the relevance of integrating local community realities, such as those mentioned educational resources and support challenges, into macro-level policies, as recommended by Castillo ( 2023 ) and Castillo and Tumitit ( 2024 ). Policymakers can develop more inclusive frameworks to support kindergarten education, which initiatives will be responsive to local needs and sustainable in improving learners' numeracy skills. Finally, the parental involvement challenges reveal that inadequate parental support, including a lack of reinforcement at home and animosity among parents, may interfere with children’s ability to practice and master numeracy skills consistently and these challenges impact all dimensions of numeracy,. Foundational skills, like numeracy, are vital as they form the basis for future engagements of individuals (World Bank Group, 2024 ). In fact, it was an internationally recognized skill through the foundational learning prioritized by the SDG target 4.2 (Küfeoğlu, 2022 ; UNESCO, 2017 ). Parents play a role in this process by supporting numeracy skill development. Without consistent reinforcement at home, children may struggle to retain and build upon classroom learning. Moreover, parental animosity can create a stressful environment that impedes learning. This scenario needs attention and action since unresolved issues between teachers and parents can create a stressful learning environment that hinders children’s educational progress and collaboration. Proactive measures are integral to addressing this finding. Schools should prioritize building bridges between educators and parents through clear communication and inclusive initiatives. Regular parent-teacher meetings and workshops can educate parents about their role in supporting early childhood education and clarify school expectations. However, the findings in this particular aspect only reflect the perspectives of few participants. A more comprehensive study is therefore recommended to identify other challenges affecting the teaching of numeracy skills in the Kindergarten level. However, these provide an initial scope in framing indicators for improving and overcoming the challenges that hinders the quality education in the Philippines. Conclusion This study explored the challenges of kindergarten teachers in teaching numeracy skills. However, it has to be noted that teachers teaching numeracy skills in the Kindergarten are often constrained by persistent challenges that hinder effective teaching and learning . Thus, educators reported challenges in teaching numeracy skills in Kindergarten. As such, frequent curriculum changes and a lack of continuity hinder effective teaching, while inadequate resources and support exacerbate these issues. Parental involvement, or the lack thereof, also emerged as a significant factor, with insufficient reinforcement at home and occasional parental animosity influencing learners' ability to practice and master numeracy skills. Primarily, this study was confined within the context of a rural area. Thus, the findings of this should only apply within its contexts. But this provides preliminary insights in better contextualizing to enhance numeracy education for kindergarten learners in Ifugao. Finally the study concludes that fostering strong numeracy skills in young learners is not solely the responsibility of teachers but needs a well-integrated effort from schools, parents, and policymakers. Recommendations Based on the study’s findings, several recommendations can be proposed to enhance numeracy education for kindergarten learners in Ifugao. First, educators need to implement professional development programs focused on innovative strategies that sustain student engagement and cater to diverse learning needs. Furthermore, it is essential to develop a consistent kindergarten curriculum across educational institutions and review regularly, involving all stakeholders to gather input and ensure readiness for any changes. Additionally, it is important to improve access to teaching materials and technological resources necessary for effective numeracy teaching and learning. Enhancing parental engagement through regular communication and workshops to support kindergarten numeracy development is also vital. To realize these recommendations, schools in Ifugao should conduct benchmarking activities to identify and implement best practices from successful educational institutions. Moreover, higher education institutions in the province can establish extension programs to support these efforts. Collaboration among all stakeholders in the province—including educators, parents, policymakers, and community leaders—is crucial to addressing the persisting challenges in kindergarten education. Methodologically, future studies may explore other dimensions and challenges of teaching numeracy skills in Kindergarten, in addition to the findings of this study, to come up with more comprehensive indicators for assessment. A tool may be developed to generalize the findings of this study. Future researchers may also consider expanding the scope of this study to include perspectives of other public schools in the provinces, especially the public schools in Cordillera region. A similar study may also be conducted focusing on private schools and those schools in urban areas. By addressing these challenges through targeted interventions and holistic support systems, we can create a more effective and equitable foundation for early mathematics education, ensuring that all children—regardless of background—develop the numeracy skills necessary for lifelong learning and success. Limitations The findings are specific to Ifugao and reflect the perceived assessments of educators in the province. Caution should be exercised in generalizing these results to other regions. Further research is warranted to explore numeracy skills in other provinces to contribute to a more comprehensive national assessment, using other methodologies and designs. Despite these limitations, this research proposes a micro perspective that enriches the discourse on progress toward achieving Sustainable Development Goals, Target 4.2, with a particular focus on numeracy in rural communities like Ifugao. Declarations Ethics Statements The involvement of the research participants in the study was secured through necessary permission from the head of the organization where they belong. The ethics aspect was also approved by the University Ethics Committee. Funding The researches wishes to acknowledge the financial support given by Ifugao State University in the conduct of this research. Author Contribution Its a sole author .The original author ,Alma D.Tayaban, did all the to come up with the complete manuscript. References Ali, S. R., & Mukhtar, F. (2017). A case study of fun learning with numeracy of preschoolers. International Journal of Early Childhood Education Care, 6 (2017), 51-58. https://doi.org/https://doi.org/10.37134/saecj.vol6.6.2017 Allen A. Espinosa, M. A. (2023). International large-scale assessment (ILSA): Implications for pre-service teacher education in the Philippines. Issues in Educational Research, 33 (https://www.iier.org.au/iier33/espinosa.pdf), 553-569. Almalki, S. (2016). Integrating quantitative and qualitative data in mixed methods research-challenges and benefits. Journal of Education and Learning, 3 , 5. https://doi.org/http://dx.doi.org/10.5539/jel.v5n3p288 Baroody, A. J. (2017). Chapter two - The use of concrete experiences in early childhood mathematics instruction. Advances in Child Development and Behavior, 53 , 43-94. https://doi.org/https://doi.org/10.1016/bs.acdb.2017.03.001 Björklund, C., Heuvel-Panhuizen, M. v., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM Mathematics Education, 52 (2020), 607-619. https://doi.org/https://doi.org/10.1007/s11858-020-01177-3 Castillo, L. F. (2023). Civic competence as a social service dimension: Context of a local community in the Philippines. Journal of Social Service Research, 49 (4), 403-425. https://doi.org/https://doi.org/10.1080/01488376.2023.2232826 Castillo, L. F., & Tumitit, A. A. (2024). SDG 16 at a glance: Exploring moral values and service dedication among aspiring law enforcers in a state university of the Cordilleras, Philippines. Journal of Criminal Justice Education , 1-23. https://doi.org/https://doi.org/10.1080/10511253.2024.2336590 Chi, C. (2023). Philippines still lags behind world in math, reading and science — PISA 2022. philstarglobal. https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022 Chigeza, P., & Sorin, R. (2016). Kindergarten children demonstrating numeracy concepts through drawings and explanations: Intentional teaching with play-based learning. Australian Journal of Teacher Education, 41 (5). https://doi.org/https://doi.org/10.14221/ajte.2016v41n5.5 Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges and criticisms. Journal of Practical Studies in Education, 2 (2), 25-36. https://doi.org/https://doi.org/10.46809/jpse.v2i2.20 Department of Education. (2023). MATATAG curriculum . Retrieved from GOVPH: https://www.deped.gov.ph/matatagcurriculumk147/ Earnest, D., Gonzales, A. C., & Plant, A. M. (2018). Time as a measure: Elementary students positioning the hands of an analog clock. Journal of Numerical Cognition, 4 (1), 188–214. https://doi.org/https://doi.org/10.5964/jnc.v4i1.94 Gould, P. (2016). Hurdles in acquiring the number word sequence. 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA. https://files.eric.ed.gov/fulltext/ED572391.pdf Hands, A. S. (2022). Integrating quantitative and qualitative data in mixed methods research: An illustration. Canadian Journal of Information and Library Science, 45 (1), 1-20. https://doi.org/10.5206/cjilsrcsib.v45i1.10645 Henningsen, M. (2013). Making sense of experience in preschool: Children's encounters with numeracy and literacy through inquiry. South African Journal of Childhood Education, 3 (2), 41-55. https://sajce.co.za/index.php/sajce/article/view/39/11 Hernando-Malipot, M. (2023). 2022 PISA results a 'clear indication' that PH education system is in ‘worst state’ --- PBEd. Manila Bulletin. https://mb.com.ph/2023/12/6/2022-pisa-results-a-clear-indication-that-ph-education-system-is-in-worst-state-pb-ed Hus, Y. (2022). Detecting time concept competence in children with autism spectrum and attention disorders. Neuropsychiatric Disease and Treatment, 18 , 2323–2348. https://doi.org/https://doi.org/10.2147/NDT.S3319854 Jabeen, S. M., Aftab, M. J., Naqvi, R., Awan, T. H., & Siddique, M. (2021). Prevalence of students with learning difficulties in basic arithmetic operations in the subject of mathematics at elementary level. Multicultural Education, 7 (5). https://doi.org/10.5281/zenodo.5110685 Küfeoğlu, S. (2022). SDG-4 Quality education. Emerging Technologies , 255–275. https://doi.org/https://doi.org/10.1007/978-3-031-07127-0_6 Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving numeracy skills in first graders with low performance in early numeracy: A randomized controlled trial. Remedial and Special Education, 44 (2), 126-136. https://doi.org/https://doi.org/10.1177/07419325221102537 MacDonald, A., & Murphy, S. (2020). Young children's understandings of clocks at the start of school. International Journal for Mathematics Teaching and Learning, 21 (1), 19-30. https://doi.org/https://doi.org/10.4256/ijmtl.v21i1.231 Mejeh, M., Hagenauer, G., & Gläser-Zikuda, M. (2023). Mixed methods research on learning and instruction - Meeting the challenges of multiple perspectives and levels within a complex field. Forum: Qualitative Social Research, 24 (1). https://doi.org/10.17169/fqs-24.1.3989 Mononen, R., Aunio, P., Koponen, T. K., & Aro, M. (2014). A review of early numeracy interventions for children at risk in mathematics. International Journal of Early Childhood Special Education, 6 (1), 25-54. https://doi.org/10.20489/intjecse.14355 Mutlu, Y., & Korkmaz, E. (2020). Investigating clock reading skills of third graders with and without dyscalculia risk. International Online Journal of Primary Education, 9 (1), 97-110. https://dergipark.org.tr/en/pub/iojpe/issue/69689/1111157 Pasnak, R., Schmerold, K. L., Robinson, M. F., Gadzichowski, K. M., Bocka, A. M., O’Brien, S. E., . . . Gallington, D. A. (2016). Understanding number sequences leads to understanding mathematics concepts. The Journal of Educational Research, 109 (6), 640-646. https://doi.org/https://doi.org/10.1080/00220671.2015.1020911 Pincheira, N., & Alsina, Á. (2022). Mathematical knowledge of pre-service early childhood and primary education teachers: An approach based on the design of tasks involving patterns. Australian Journal of Teacher Education, 47 (8). https://doi.org/https://doi.org/10.14221/ajte.2022v47n8.4 Sharma, L. R., Bidari, S., Bidari, D., Neupane, S., & Sapkota, R. (2023). Exploring the mixed methods research designs: Types, purposes, strengthts, challenges, and criticisms. Global Academic Journal of Linguistics and Literature, 5 (1), 3-12. https://doi.org/10.36348/gajll.2023.v05i01.002 Spencer, P. (2013). iPads: Improving numeracy learning in the early years. 36th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne: Mathematics Education Research Group of Australasia, Inc. 2013. https://eric.ed.gov/?id=ED573028 Thi, H. C., Le, T. A., Ngoc, B. T., & Phuong, T. P. (2023). Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners’ perspectives. Cogent Education, 10 (1). https://doi.org/https://doi.org/10.1080/2331186X.2023.2202121 UNESCO. (2017). Education for sustainble development goals: Learning objectives. UNESCO. https://doi.org/https://doi.org/10.54675/CGBA9153 Vasoya, N., & Vansdadiya, R. (2023). Effective strategies for promoting foundational literacy and numeracy in early childhood education. Journal of Social Sciences, 19 (92-95). https://doi.org/10.3844/jssp.2023.92.95 Whyte, K. L., Stein, M. A., Kim, D., Jou, N., & Coburn, C. E. (2018). Mathematics in early childhood: Teacher educators’ accounts of their work. Journal of Early Childhood Teacher Education, 39 (3), 213-231. https://doi.org/https://doi.org/10.1080/10901027.2017.1388306 World Bank Group. (2024). Foundational learning . https://www.worldbank.org/en/topic/education/brief/foundational-learning Wright, R. (2013). Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks. South African Journal of Childhood Education, 3 (2), 21-40. Retrieved from https://files.eric.ed.gov/fulltext/EJ1187408.pdf Zohrabi, M. (2013). Mixed methods research: Instruments, validity, reliability and reportiing findings. Theory and Practice in Language Studies, 3 (2), 254-262. https://doi.org/10.4304/tpls.3.2.254-262 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7476144","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":518295142,"identity":"9d7a9c97-11ae-41cd-b8bf-3338d0e2fbdc","order_by":0,"name":"Alma Tayaban","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABE0lEQVRIiWNgGAWjYDCCA8wNMCYbENvw8IOYCQX4tDCCtUhAtaTJSYL4CQbEazlsbHAAxMejhe9GYttjnpo7dfwzkp89+LkjLXHz+dWJHx4YMMjzix3AqkXyRmK7Mc+xZxISN9LMDXvP2CRuu/F2swTQYYYzZydg1WIAtEWah+2wBMONBDMJ3rY0oJazG0BaEgxu49Py77CE/I30b5J/2w4nbp5xdvMPglp42w5LGNzIMQMxjA34e7fhtUXyzMM2ybl9hyU3nnlTbizbliYncYN3m0WCgQROv/AdTz4m8ebbYX654+nbHr5tA0Zl/9nNN39U2MjzS2PXggACMAUSYIYEAeUgwH8AnTEKRsEoGAWjAAIAPnJpCmiJgsoAAAAASUVORK5CYII=","orcid":"","institution":"Ifugao State University","correspondingAuthor":true,"prefix":"","firstName":"Alma","middleName":"","lastName":"Tayaban","suffix":""}],"badges":[],"createdAt":"2025-08-28 04:23:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7476144/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7476144/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":92612875,"identity":"47fc9c91-2655-4256-83d2-0ab8043f1941","added_by":"auto","created_at":"2025-10-01 16:54:27","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":58684,"visible":true,"origin":"","legend":"","description":"","filename":"ExploringChallengesinNumeracySkillsofKindergartenLearnersinthePhilippines.docx","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/4e85150dad79b84919d1719f.docx"},{"id":92613059,"identity":"254957b4-e54d-404f-9ae2-f2aff0aba61c","added_by":"auto","created_at":"2025-10-01 17:02:27","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":3753,"visible":true,"origin":"","legend":"","description":"","filename":"cb67fffac8c8436da247e8283ad2ec93.json","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/07128394d74b880b222bbeed.json"},{"id":92612877,"identity":"69062b4b-a2a1-4207-9c5d-01aa80606964","added_by":"auto","created_at":"2025-10-01 16:54:27","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":99865,"visible":true,"origin":"","legend":"","description":"","filename":"cb67fffac8c8436da247e8283ad2ec931enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/a9252cb8bc369e6fbd9ec591.xml"},{"id":92612880,"identity":"3e913fc4-c224-41b6-89c0-196502d7c7fc","added_by":"auto","created_at":"2025-10-01 16:54:27","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":97920,"visible":true,"origin":"","legend":"","description":"","filename":"cb67fffac8c8436da247e8283ad2ec931structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/97aa8de5910a5a8e11a1fc04.xml"},{"id":92612879,"identity":"f181f75d-a0f7-4bb0-9deb-e22d7d074c22","added_by":"auto","created_at":"2025-10-01 16:54:27","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":105340,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/72c52339056ba8a3afc65af6.html"},{"id":102964077,"identity":"eca525e8-3f37-46fa-85a1-77abe00db73a","added_by":"auto","created_at":"2026-02-19 04:21:24","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":612558,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7476144/v1/7b34af27-5853-49d9-a62c-14a75af4c90a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring Challenges in Numeracy Skills of Kindergarten Learners in Ifugao,Philippines","fulltext":[{"header":"Introduction","content":"\u003cp\u003eFoundational skills are essential for preparing learners for life. Once developed, these skills enable individuals to embark on a successful academic journey and prepare them for the workforce (World Bank Group, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The United Nations Sustainable Development Goals (SDG), particularly SDG 4 (Quality Education) under Target 4.2 (equal access to quality pre-primary education), recognizes the importance of foundational skills through foundational learning (K\u0026uuml;feoğlu, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhen discussing foundational skills, which are molded in early childhood education, numeracy is vital alongside literacy (Vasoya \u0026amp; Vansdadiya, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). According to Cao Thi et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), numeracy skills involve a child's ability to understand and work with numbers. These skills include basic arithmetic, understanding shapes and patterns, and developing problem-solving abilities. When children grasp these skills early, they are better prepared for the more complex mathematical concepts they will encounter in later stages of their education, as synthesized from several studies by Wright (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). On the other hand, when children have a fair proficiency in acquiring this skill at a young age, they are at risk of encountering difficulties in learning mathematics (Lopez-Pedersen et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFurther exploring numeracy in early childhood education, several studies have delved into this area. For example, Whyte et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) conducted qualitative research to explore Kindergarten educators' perspectives on their roles. Pincheira and Alsina (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) utilized content analysis to examine pre-service teachers' mathematical knowledge in developing algebraic tasks. Furthermore, Henningsen (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) argued for the benefits of authentic inquiry in preschool. They illustrated how young children's engagement in mathematical and literacy activities nurtures an understanding of these subjects and their broader environment.\u003c/p\u003e\u003cp\u003eResearch into strategies for teaching numeracy in early math education has also been extensive. Ali and Mukhtar (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) demonstrated that implementing the Fun-Learning Kid\u0026rsquo;s tool through play-based methods enhances preschoolers\u0026rsquo; multiplication skills and cognitive development, irrespective of school type. Chigeza and Sorin (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) conducted a study in Australia, revealing that integrating child-guided and adult-guided learning alongside arts-based strategies like drawing and postcard exchanges enhances Kindergarten children\u0026rsquo;s grasp of numeracy concepts. They advocate for intentional teaching quality and adopt a numeracy progress monitoring scheme. Spencer (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) discussed the positive impact of emerging mobile technologies such as iPads on children\u0026rsquo;s motivation and self-efficacy in learning numeracy. Baroody (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) emphasized the effectiveness of hands-on experiences using familiar objects, stories, or pictures tailored to children\u0026rsquo;s interests and readiness for learning mathematics. However, researchers face challenges in determining the precise efficacy of these methods, demanding consideration of children\u0026rsquo;s internal thoughts and emotions during learning processes.\u003c/p\u003e\u003cp\u003eIn addition to studies on teaching interventions, Bj\u0026ouml;rklund et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) conducted a meta-synthesis of contemporary research presented at mathematics conferences and in special journal issues. They presented that these studies have focused on the effectiveness of these interventions, factors influencing children's mathematical development, and critical mathematical concepts observed in young learners. Another meta-synthesis by Mononen et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) reviewed 19 peer-reviewed studies on early numeracy interventions for at-risk children aged four to seven, finding that various instructional methods, including explicit teaching, computer-assisted instruction, games, and the use of different levels of math representations, effectively improved children's math skills.\u003c/p\u003e\u003cp\u003eWhile the interventions discussed in the studies above aim to improve numeracy skills, recent research emphasizes persistent challenges in early childhood numeracy education. This ongoing difficulty suggests that current foundational approaches may not enhance numeracy competence. W\u0026auml;sterlid (2019), examining kindergarten to third-grade learners struggling with math, reviewed 18 articles from ERIC, PsychINFO, and Web of Science. These studies identified low achievers primarily through test scores and teacher assessments of addition, subtraction, and counting skills. Despite using quantitative methods, which focus on numerical outcomes, the studies imply that understanding how children learn math differently may require qualitative insights. Furthermore, additional research has explored ongoing difficulties in areas such as clock recognition (Earnest et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hus, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; MacDonald \u0026amp; Murphy, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Mutlu \u0026amp; Korkmaz, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), number sequencing (Gould, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Pasnak et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), and basic arithmetic operations (Jabeen et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003ePolicymakers and educators could gain insights from studies on numeracy in early childhood education. These works serve as evidence of effective interventions for teaching numeracy skills to young children, inform curriculum development, support professional development, enhance early intervention programs, and promote evidence-based practices in educational policies and programs. However, these existing literatures suggest several areas for further exploration and improvement. Firstly, studies should explicitly connect their findings to specific SDG targets to make parallel to educational interventions with global development priorities. Secondly, they could consider contexts with limited technology and infrastructure to ensure that educational strategies are adaptable and inclusive across diverse settings. Thirdly, while qualitative and quantitative methodologies have been valuable, researchers could benefit from mixed methods approaches, as advocates argue that combining both could offer a more inclusive understanding of the issues investigated, overcoming the limitations of relying solely on qualitative or quantitative methodologies. Lastly, more studies focusing on specific contexts, such as local communities, are needed to ensure that educational practices are equitable, accessible, and inclusive. This micro-level consideration goes with the argument of Castillo (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Castillo and Tumitit (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who suggest that integrating local community realities can inform inclusive and practical macro-policies.\u003c/p\u003e\u003cp\u003eIn the Philippines, the curriculum emphasizes the development of numeracy skills during early childhood education, specifically in kindergarten. These skills are categorized under the cognitive domain. According to the curriculum, learners are expected to cultivate thinking skills and comprehend mathematical patterns, number concepts, and measurements such as length, capacity, mass, and time through hands-on experiences with concrete objects and materials (Department of Education, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBased on reviewed studies and the Philippine kindergarten curriculum, this framed the conceptual direction of the study, which pursued dimensions of numeracy skills such as: (1) clock time recognition \u0026ndash; involves the ability of learners to identify the hour and minute hands on an analog clock, differentiate between them, and accurately name the hours and minutes they indicate; (2) number sequence identification - encompasses students' ability to recognize numbers that precede, follow, or fit between given sequences, arrange numbers in ascending or descending order, identify missing numbers within sequences, recognize basic number patterns, and compare numerical values to determine relative magnitude; (3) recognizing addition and subtraction phrases - involves learners identifying terms indicating addition (\"put together,\" \"add to,\" \"in all\") and subtraction (\"take away,\" \"less,\" \"are left\"), understanding the concepts of combining groups or adding to a set for addition, and removing items from a group or finding what remains for subtraction, while also performing addition and subtraction operations with numbers up to 10; and (4) adding and subtracting quantities using concrete objects - involves learners adding quantities up to 10 and subtracting quantities up to 10 using tangible materials. They understand the concepts of combining quantities to find totals for addition and finding remainders for subtraction and apply these skills to solve simple problems using concrete objects.\u003c/p\u003e\u003cp\u003eSimilar to the contexts discussed in the studies mentioned above, the Philippines faces challenges in achieving its educational goals, as evidenced by its performance in international and national assessments. According to Espinosa et al. (2023), the current teacher education curriculum in the Philippines falls short of meeting the standards of international large-scale assessments (ILSAs). Notably, two ILSAs, the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), specifically assess numeracy skills. This issue is further corroborated by news reports indicating that the Philippines lags globally not only in mathematics but also in reading and science (Chi, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Hernando-Malipot, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhile kindergarten is not included in these ILSAs, it may indicate an area for improvement in early mathematics education. Findings from these assessments suggest that the foundational numeracy skills taught during kindergarten may need more attention. Therefore, emphasizing and refining early mathematics education could prove beneficial in preparing learners for future academic challenges and assessments.\u003c/p\u003e\u003cp\u003eReflecting on the contexts, gaps and connecting realities and experiences as an educator in Ifugao - a province in the Philippines located in the highlands of the Cordillera, the researcher contends that more work is needed to improve the numeracy of kindergarten learners. Observations and initial interviews reveal that this rural province shares common challenges in developing learners\u0026rsquo; numerical competency. This paper argues that Ifugao could present these challenges from a micro perspective, which could inform actions for targeting pedagogical challenges and providing learner support on a macro level, preparing these learners for future endeavors in education and the community.\u003c/p\u003e\u003cp\u003eGrounded on the rationale presented, this paper holds significance in informing inclusive macro-policies and providing a contextual basis for understanding the numerical competencies of Kindergarten learners and the challenges that may affect them. Above all, it offers a glimpse of progress towards SDG Target 4.2, with a focus on numeracy, especially as the 2030 deadline for measuring overall SDG attainment approaches.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eResearch Design\u003c/h2\u003e\u003cp\u003eThis study employed a qualitative descriptive research method utilizing interview, observation, and document scanning as data collection tools. The qualitative approach is appropriate in exploratory studies when the subject of inquiry is not a very known phenomenon and has not been extensively explored which requires delving deeper into a reality (Hay, 2002).\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eResearch Area\u003c/h3\u003e\n\u003cp\u003eThe study was conducted in Ifugao, a highland rural community in the Northern Philippines particularly in the Cordillera Administrative Region (CAR). It is situated in a geographically challenged area of Ifugao Province which is accessible for an 8-hour ride from the capital city of Manila. Ifugao is known for its rich cultural heritage and unique educational context, providing a distinct environment for this research.\u003c/p\u003e\n\u003ch3\u003eResearch Participants\u003c/h3\u003e\n\u003cp\u003eThis study utilized purposeful sampling to ensure that the study\u0026rsquo;s respondents were specifically selected for their relevance to the research questions. The inclusion criteria required respondents to be educators in kindergarten with a minimum of two years of teaching experience. This criterion ensured they had sufficient exposure to and understanding of the kindergarten educational environment, enabling them to create meaningful insights. Furthermore, only educators from public schools in Ifugao were included in the study. This focus was chosen to maintain consistency in the educational setting and address the specific challenges and practices in public kindergarten education. The study also included administrators overseeing kindergarten levels in public schools. These administrators, alongside the educators, were considered respondents due to their in-depth knowledge of kindergarten realities. Their firsthand experiences and daily supervision of the kindergarten curriculum and learners provided perspectives that enriched the study\u0026rsquo;s findings. Through this technique, the researcher obtained 105 respondents. These respondents participated in both closed- and open-ended questionnaires.\u003c/p\u003e\n\u003ch3\u003eData Gathering Tools\u003c/h3\u003e\n\u003cp\u003eAn interview guide question was formulated. The study's instrument was validated and refined by language and research experts proficient in both qualitative methodologies, along with two kindergarten educators holding master's and doctoral degrees in Early Childhood Education, who served as master teachers in kindergarten education. After incorporating experts' feedback, the tool were used. Sample questions are provided below in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSample guide questions for challenges in teaching numeracy skills in kindergarten\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"1\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eSample Guide Questions\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1. Can you describe the primary teaching strategies you used to teach mathematics to Kindergarten pupils?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2. How do you incorporate hands-on activities or manipulatives into your mathematics instruction?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. Are there any specific instructional materials or resources that you find particularly effective in teaching mathematics to kindergarten pupils?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. Do you feel adequately prepared to teach mathematics to kindergarten students? If not, what areas do you feel you need additional support or training in?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5. What are some of the challenges you encounter when teaching mathematics to kindergarten pupils?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6. Do you feel adequately prepared to teach mathematics to kindergarten students? If not, what areas do you feel you need additional support or training in?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7. How do external factors such as limited resources or time constraints impact your ability to teach mathematics effectively?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8. Are there any specific student-related challenges that you face when teaching mathematics in kindergarten? If so, how do you address them?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eData Gathering Procedure\u003c/h3\u003e\n\u003cp\u003eIn data gathering, a semi-structured interview was utilized where in-depth interviews were conducted personally to school administrators and kindergarten teachers and randomly selected. Secondary data from official documents and reports was secured and the gathered data were scanned and sorted by the researcher as to relevance to research objectives.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eAnalyzing of Data\u003c/h2\u003e\u003cp\u003eQualitative data gathered was generally analyzed using thematic analysis. Recorded responses from key informants were transcribed verbatim by the researchers which were then categorized and coded under different themes. To facilitate readability, these were translated from their original statement such as those in Filipino to English. Translation was done by the researcher using contextual meaning to retrieve the real thought of the statements and which were then verified with the recording. The data were validated through consultation with other researchers.\u003c/p\u003e\u003cp\u003eIn document analysis, the collected documents and reports were screened based on its relevance to research objectives. Data were described, transcribed, recorded, and coded which were then categorized and/or measured under certain themes. Data was also validated through cross reference with another researcher-coder. Data was presented using a system of enumeration. Data validation will also be employed through consultation with other researchers and experts in the filed through forums and panel discussions.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eFindings/Results\u003c/h3\u003e\n\u003cp\u003eThe study primarily explored the challenges in teaching numeracy skills in the Kindergarten specifically in Ifugao ,Cordillera Administrative Region, Philippines which has not been extensively investigated as to its experiences. This study viewed different challenges that affect the numeracy skills in the kindergarten .Therefore, further pedagogical enhancements are necessary to address these challenges in this component, ensuring learners' progress in more advanced mathematics throughout their educational journey and improving their performance in international examinations.\u003c/p\u003e\u003cp\u003eGenerally, four (4) challenges in teaching numeracy skills in Kindergarten were identified such as (a) Pedagogical Challenges, (b) Curriculum Implementation Challenges (c) Educational Resources and Support Challenges, and (d) Parental Involvement Challenges.\u003c/p\u003e\n\u003ch3\u003ePedagogical challenges\u003c/h3\u003e\n\u003cp\u003eThe first challenge in teaching numeracy skills in the kindergarten is pedagogical challenges. One issue in this theme is the short attention span of young learners, which necessitates innovative and interactive teaching strategies to sustain interest. One teacher remarked, \"The short span of interest of kids requires constant innovation in teaching strategies to keep learners motivated.\"(Note, P20) This reflection directs a need for teachers to continuously develop and employ creative methods to engage learners in numeracy learning.\u003c/p\u003e\u003cp\u003eClassroom management is another critical concern, especially when integrating children with disabilities alongside regular learners. This inclusion affects instructional delivery and limits the ability to ensure individualized attention. One teacher expressed this challenge, noting, \"Handling a large number of pupils in class limits the ability to provide individualized attention.\"(Note, P50) Furthermore, behavioral issues linked to modern distractions like technology pose additional hurdles. One teacher observed, \"The behaviors of children nowadays\u0026hellip;they have a very short span of interest, they manifest laziness,\"(Note, P1)\u003c/p\u003e\u003cp\u003eThe fatigue and stress associated with teaching kindergarten are also substantial concerns. One teacher shared, \"Sometimes I felt so tired. It is tough to handle kindergarten; it is the foundation, and the teacher needs to develop skills like mathematics.\"(Note, P23) This sentiment reflects the high demands on kindergarten teachers to deliver effective instruction and lay a solid educational foundation for their learners.\u003c/p\u003e\u003cp\u003eIn addition, the necessity for professional development and the acquisition of advanced teaching strategies is evident. A teacher noted, \"I am still learning strategies to teach mathematics effectively,\"(Note, P17) emphasizing the ongoing need for professional growth and learning. Another teacher mentioned the desire for training in digital tools, stating, \u003cem\u003e\"Nabayagak ti service ngem kayat ku pay kuma maadal nu kas anu nga ag usar ti digital tools tuy classroom ku. Marigatanak nga mag integrate ti ICT ket napansin ku nga mayat nga usaren ta may ayu da ti ubbing nga makiparticipate ti activities.\"\u003c/em\u003e (Note, P25)(I have been in service for a long time, but I still want to learn how to use digital tools in my classroom. I find it challenging to integrate ICT, but I noticed it is good to use because children participate in activities more.)\u003c/p\u003e\u003cp\u003eMoreover, teachers identified specific challenges related to pupil behavior and learning disabilities. One teacher stated, \"Pupils with learning disabilities\u0026hellip;I separate a lesson for this kid,\"(Note, P2) illustrating the additional effort required to cater to diverse learning needs. Another noted, \"Short span of kids' interest\u0026hellip;more motivations,\"(Note, P55) reflecting the constant need for motivational strategies to keep learners engaged.\u003c/p\u003e\u003cp\u003eSome teachers need more preparedness and specialization to improve their confidence and effectiveness in teaching kindergarten mathematics. Some respondents expressed feelings of inadequacy, with one saying, \"No, since I do not like teaching at the kindergarten level,\"(Note, P26) and another stating, \"No, kindergarten is not my field of specialization.\" (Note, P66) These responses point the importance of ensuring teachers are adequately trained and passionate about early childhood education to maximize their effectiveness.\u003c/p\u003e\u003cp\u003eExternal factors such as limited resources and time constraints further exacerbate these challenges. One teacher pointed out, \"Lack of creativity and innovative way in teaching math.\"(Note, P40) At the same time, another mentioned, \"I cannot deliver the lesson well\"(Note, P43) due to these constraints. These issues indicate the need for better resource allocation and time management strategies to support teachers in delivering high-quality education.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eCurriculum Implementation Challenges\u003c/h2\u003e\u003cp\u003eThe second challenge of kindergarten educators in Ifugao calls for help with curriculum implementation, which is exacerbated by frequent changes and inadequate preparation. Introducing new paradigms like the MATATAG curriculum requires continuous adaptation, often disrupting instructional continuity and teacher focus. As one teacher expressed, \"\u0026hellip;\u003cem\u003epero kung minsan yung paiba-iba ang curriculum na susundin\u003c/em\u003e like now we have to follow Matatag Curriculum (Note, P33) (\u0026hellip;however, there are times when the curriculum frequently changes, such as the recent shift to the Matatag Curriculum.). This inconsistency can challenge educators' efforts to establish a coherent learning environment. Moreover, the lack of specialized training in kindergarten education further complicates anchoring teaching practices with evolving curricular requirements, contributing to teacher frustration and stress. One respondent agreed in this issue when asked if she enjoys teaching in Kindergarten: \"No because the curriculum is always changed.\"(Note, P31) Another teacher explained the consequence of these changes: \"Instead of mastering the different concepts and approaches used in teaching, we need a permanent curriculum or framework to follow in kindergarten.\"(Note, P60)\u003c/p\u003e\u003cp\u003eThe practical implications of these challenges are noteworthy. A constantly shifting curriculum can lead to confusion and hinder the ability of teachers to deliver consistent and responsive instruction. One teacher remarked, \"More confusion because it will change how to prepare the lessons again.\"(Note, P30) Additionally, the burden of paperwork and administrative tasks further exacerbates the situation, as noted by a respondent: \"Sometimes, because of paperwork, I am not prepared to enter my room.\"(Note,P5)\u003c/p\u003e\u003cp\u003eFurthermore, it is essential to address the professional development needs of educators. As one school head noted, \u003cem\u003e\"Dakel ida'y wadad Kinder ni ag pay laeng nangamta ni ustun pahding da ni menghel nunta wada di nemnem da isunga namama la di Math, agda la awawatan ta da nauuneg ni kamauhal ni hapit, ida kamaligati ni mangibaga ni ustu nunta wada di nemnem da\u003c/em\u003e(Note,P 75) (Teachers sometimes find it challenging to adjust and determine the appropriate teaching techniques, as kindergarteners are at varying stages of cognitive development, which affects their ability to grasp abstract concepts.).\u003c/p\u003e\u003cp\u003eMoreover, the difficulty in finding effective teaching methods that cohere with the developmental stages of young children was highlighted: \u003cem\u003e\"Maligatan ya umipakarit hina an mimittulu an manigo hi maphod an uhalon da an muntuddu ya nan effective an strategy an mibagay hinan kailangan di uunga umat hi makapkapya ya matigtigoda\u003c/em\u003e\"(Note,P14) (Teachers encounter difficulty in identifying effective teaching methods that consider the developmental stages of young children; while hands-on activities and visual aids are crucial, they can also be challenging to implement effectively).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eEducational Resources and Support Challenges\u003c/h2\u003e\u003cp\u003eEducational resources and support deficiencies are educators' third challenge in teaching numeracy in kindergarten education in Ifugao. Teachers often face constraints such as inadequate teaching materials and limited access to professional development opportunities. One teacher emphasized, \"Sometimes lack of resources affects our teaching because we cannot give our best even though we have a very good plan.\" (Note, P10) This sentiment points to the challenge of insufficient resources to facilitate effective teaching and learning experiences.\u003c/p\u003e\u003cp\u003eFurthermore, concerns voiced by educators shows issues within kindergarten management. For instance, another teacher noted, \"Our school head cannot understand us\u0026hellip;very authoritative.\" (Note, P67) This expression indicates a lack of empathetic leadership, which can hinder teacher collaboration and morale. Also, logistical challenges like poor internet connection and a lack of gadgets further impede instructional delivery, as stated: \"Poor internet connection\u0026hellip;Lack of gadgets.\" These practical issues aggravate the challenging task of teaching young children, making it difficult to integrate modern educational tools effectively.\u003c/p\u003e\u003cp\u003eWhen reflecting on their career in kindergarten education, teachers express a mix of satisfaction and concern. One teacher shared, \"I love kids, only that when we need help related to our teaching, our school head seems not to care. Because they did not experience what we are experiencing.\"(Note, P15) This statement mirrors a common frustration among educators seeking more empathetic and understanding leadership.\u003c/p\u003e\u003cp\u003eIn terms of professional development, educators recognize the need for continuous improvement. For example, one teacher identified a specific area for growth: \"I want to learn action research to apply in kindergarten.\"(Note, P9) This desire demonstrates a proactive way to deal with classroom challenges through evidence-based practices. Moreover, concerns about inadequate preparation in specific areas, such as mathematics instruction, persist. A teacher acknowledged, I do not feel confident to teach in kindergarten because I can hardly level my teachings. I am new in the service, so I need more training and learning.\"(Note, P3) The challenges identified by school heads resonate with educators' experiences. One School Head said:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eHay Pongal an challenge nadan mimitulu ya nan aton dan manhandle nadan using an wada di learning disabilities da ,nadan using an delay di development da ya nan using an kahapulan da talaga di special needs, kindly nadan mimitulu kailangan da di training ya supported di Deped ke date tapu master and needs nan using munrugi hi kindergarten\u003c/em\u003e(Note,P53)(A challenge for teachers is how to handle some children who have learning disabilities, developmental delays, or other special needs that require tailored strategies and additional support). (Note, P10)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eMoreover, a School head pointed out:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eMaligatan ya minakari hina an mimittulu an manigo hi method an halon da an muntuddu ya nan effective an strategy an mibagay human kailangan di uunga umat hi makapkapya ya matigtigoda\u003c/em\u003e (Teachers encounter difficulty in finding effective teaching methods that align with the developmental stages of young children, such as hands-on activities and visual aids, which is crucial but can be challenging) (Note,P55)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAnother School Head also emphasized the importance of ongoing professional development, stating:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eNadan mihmihtulu ya kailangan da di professional development umat hi schooling ya mak attend seminars in early childhood education ta hay kanayun da an updated hinan best practices di early childhood education\u003c/em\u003e (Teachers may need ongoing professional development to stay current with best practices in early childhood math education).(Note,P33)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThese statements from the school heads confirm the educators' struggles to adapt teaching strategies to suit kindergarten learners' cognitive and developmental levels and their need for educational resources and support through professional learning opportunities and advancement.\u003c/p\u003e\u003cp\u003eFurthermore, issues of lack of collaboration among colleagues further compound the challenges. Several teachers mentioned, \"No participation among teachers\u0026hellip; No collaboration.\" This lack of teamwork and shared effort can hinder the exchange of best practices and mutual support among educators, limiting professional growth and collective problem-solving.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eParental Involvement challenges\u003c/h2\u003e\u003cp\u003eEffective collaboration between educators and parents is necessary for kindergarten children's academic success. However, educators encounter significant challenges in Ifugao due to parents' need for more active collaboration.\u003c/p\u003e\u003cp\u003eOne teacher pointed out, \"Sometimes parents are not supportive. Instead of supporting, they criticize us sometimes.\"(Note, P22) This testament confirms a common frustration where parental criticism replaces constructive engagement. Another teacher emphasized, \"There is poor parents' involvement in school likewise with stakeholders, so I always conduct PTCA,\"(Note,P11) stressing the need for regular parent-teacher meetings despite limited parental participation. In some cases, parents' attitudes complicate matters. According to one respondent, \"Sometimes parents are harsh, and it is hard for them to understand the situation of children in school. \u003cem\u003eMay mga parent na kunsintidor\u003c/em\u003e (Sometimes parents are harsh, and it is hard for them to understand the situation of children in school. There are parents who are permissive).\"(Note,P8) This response suggests that parents need more empathy or understanding regarding their children's educational needs. Furthermore, the consequence of insufficient parental collaboration is profound. As a respondent said, \"Children with no support and guidance from parents are very hard to handle.\"(Note,P12)\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study revealed that the effective development of numeracy skills in kindergarten education is influenced by challenges in pedagogical practices, curriculum implementation, availability of educational resources and support, and parental involvement. In this portion of the paper, it synthesizes empirical analysis from four challenges \u0026ndash; Pedagogical challenges, curriculum implementation challenges, educational resources and support challenges, and parental support challenges \u0026ndash; suggesting their common influence on kindergarten learners\u0026rsquo; numeracy skills in Ifugao.\u003c/p\u003e\u003cp\u003eThrough this examination of converging qualitative data, this analysis elucidates the possible interplay between instructional strategies, curricular coherence, resource allocation, and parental engagement in ensuring the attainment of numeracy competencies among young learners. Importantly, these findings inform inclusive macro policies and a contextual basis for understanding the numeracy skills of kindergarten learners and the factors that may influence them. Successful interventions based on these insights could contribute to progress toward SDG Target 4.2, particularly within rural communities.\u003c/p\u003e\u003cp\u003eFirstly, \u003cb\u003ethe pedagogical challenges\u003c/b\u003e identified in teaching kindergarten numeracy skills in Ifugao reveal a possible relationship of challenges that affect student skill acquisition, which suggests room for improvement and these challenges are illuminated through insights into classroom dynamics and instructional practices. The short attention spans typical of young learners necessitate innovative teaching strategies to sustain engagement, which is required for developing skills such as clock time recognition and identifying number sequences. Classroom management is a pressing concern, particularly in integrating diverse learners and effectively considering individual learning needs. This challenge emphasizes the importance of contextualized instructional approaches and creating supportive learning environments. Furthermore, the difficulty in maintaining student interest in arithmetic calls for responsive teaching methods and ongoing professional development for educators. While using concrete objects in teaching addition and subtraction represents efforts to facilitate engaging learning experiences, a clear need remains for more effective activities to enhance skill acquisition and deepen conceptual understanding.\u003c/p\u003e\u003cp\u003eDrawing from recent studies, integrating digital tools and advanced teaching methods, as suggested by Ali and Mukhtar (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), could enhance pedagogical strategies in Ifugao. Similarly, adopting child-guided and adult-guided learning approaches, along with arts-based strategies, as advocated by Chigeza and Sorin (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), may effectively address engagement and learning pace variations among young learners. Spencer's (2013) findings on mobile technologies present their potential to boost student motivation and self-efficacy, directing innovative solutions for sustaining interest in arithmetic concepts. Furthermore, Baroody (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) accentuates the importance of hands-on experiences to children's interests, which ensures engaging activities to improve numeracy skills. These data support the need for continuous professional development and resource allocation to optimize teaching practices in kindergarten mathematics in Ifugao,\u003c/p\u003e\u003cp\u003eSecondly, \u003cb\u003ethe curriculum implementation challenges\u003c/b\u003e, including frequent changes and lack of continuity, pose barriers to the effective teaching and learning of numeracy skills in kindergarten education. These challenges are echoed in the literature, where Bj\u0026ouml;rklund et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) emphasize the importance of consistent instructional frameworks and coherent curricular approaches for enhancing numeracy outcomes. Moreover, Mononen et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) highlight that effective curriculum design and implementation are crucial for supporting numeracy interventions and improving student performance.\u003c/p\u003e\u003cp\u003eTo address the challenge numeracy skills and overcoming curriculum implementation obstacles, stakeholders should prioritize the development of a stable and cohesive kindergarten curriculum that guides educators with clear learning objectives and instructional guidelines. Training programs focusing on curriculum articulation and instructional planning for kindergarten can empower educators to navigate curriculum changes effectively. Collaborative efforts between educational institutions and local authorities can ensure curriculum revisions consider regional needs and realities, encouraging greater coherence and relevance in kindergarten education in Ifugao.\u003c/p\u003e\u003cp\u003eFurther, establishing support scheme such as curriculum implementation task forces or mentorship programs can provide educators with the guidance and resources to implement new frameworks successfully. This method is essential for maintaining instructional continuity and ensuring teachers can focus on delivering high-quality education rather than constantly adapting to new curricular demands.\u003c/p\u003e\u003cp\u003eAbove all, continuing professional development and access to innovative teaching resources are essential for educators to successfully steer curriculum changes and enhance the quality of kindergarten education in Ifugao.\u003c/p\u003e\u003cp\u003eThirdly, teaching numeracy skills in kindergarten potentially influenced by \u003cb\u003eeducational resources and support challenges\u003c/b\u003e. The convergence of findings disclose issues such as inadequate teaching materials, kindergarten management problems, logistical challenges, and insufficient collaboration and research capacity. These factors collectively contribute to the challenges of kindergarten teachers in teaching the numeracy skills, emphasizing the need for enhanced resource allocation, supportive leadership, improved technological infrastructure, a collaborative teaching environment, and strengthened research capabilities to enhance numeracy skills in kindergarten education.\u003c/p\u003e\u003cp\u003eThese finding from Ifugao, a micro-level perspective, reflects the relevance of integrating local community realities, such as those mentioned educational resources and support challenges, into macro-level policies, as recommended by Castillo (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Castillo and Tumitit (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Policymakers can develop more inclusive frameworks to support kindergarten education, which initiatives will be responsive to local needs and sustainable in improving learners' numeracy skills.\u003c/p\u003e\u003cp\u003eFinally, \u003cb\u003ethe parental involvement\u003c/b\u003e challenges reveal that inadequate parental support, including a lack of reinforcement at home and animosity among parents, may interfere with children\u0026rsquo;s ability to practice and master numeracy skills consistently and these challenges impact all dimensions of numeracy,. Foundational skills, like numeracy, are vital as they form the basis for future engagements of individuals (World Bank Group, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In fact, it was an internationally recognized skill through the foundational learning prioritized by the SDG target 4.2 (K\u0026uuml;feoğlu, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Parents play a role in this process by supporting numeracy skill development. Without consistent reinforcement at home, children may struggle to retain and build upon classroom learning. Moreover, parental animosity can create a stressful environment that impedes learning. This scenario needs attention and action since unresolved issues between teachers and parents can create a stressful learning environment that hinders children\u0026rsquo;s educational progress and collaboration.\u003c/p\u003e\u003cp\u003eProactive measures are integral to addressing this finding. Schools should prioritize building bridges between educators and parents through clear communication and inclusive initiatives. Regular parent-teacher meetings and workshops can educate parents about their role in supporting early childhood education and clarify school expectations.\u003c/p\u003e\u003cp\u003eHowever, the findings in this particular aspect only reflect the perspectives of few participants. A more comprehensive study is therefore recommended to identify other challenges affecting the teaching of numeracy skills in the Kindergarten level. However, these provide an initial scope in framing indicators for improving and overcoming the challenges that hinders the quality education in the Philippines.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study explored the challenges of kindergarten teachers in teaching numeracy skills. However, it has to be noted that teachers teaching numeracy skills in the Kindergarten are often constrained by persistent challenges that hinder effective teaching and learning .\u003c/p\u003e\u003cp\u003eThus, educators reported challenges in teaching numeracy skills in Kindergarten. As such, frequent curriculum changes and a lack of continuity hinder effective teaching, while inadequate resources and support exacerbate these issues. Parental involvement, or the lack thereof, also emerged as a significant factor, with insufficient reinforcement at home and occasional parental animosity influencing learners' ability to practice and master numeracy skills.\u003c/p\u003e\u003cp\u003ePrimarily, this study was confined within the context of a rural area. Thus, the findings of this should only apply within its contexts. But this provides preliminary insights in better contextualizing to enhance numeracy education for kindergarten learners in Ifugao.\u003c/p\u003e\u003cp\u003eFinally the study concludes that fostering strong numeracy skills in young learners is not solely the responsibility of teachers but needs a well-integrated effort from schools, parents, and policymakers.\u003c/p\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eRecommendations\u003c/h2\u003e\u003cp\u003eBased on the study\u0026rsquo;s findings, several recommendations can be proposed to enhance numeracy education for kindergarten learners in Ifugao. First, educators need to implement professional development programs focused on innovative strategies that sustain student engagement and cater to diverse learning needs. Furthermore, it is essential to develop a consistent kindergarten curriculum across educational institutions and review regularly, involving all stakeholders to gather input and ensure readiness for any changes. Additionally, it is important to improve access to teaching materials and technological resources necessary for effective numeracy teaching and learning. Enhancing parental engagement through regular communication and workshops to support kindergarten numeracy development is also vital.\u003c/p\u003e\u003cp\u003eTo realize these recommendations, schools in Ifugao should conduct benchmarking activities to identify and implement best practices from successful educational institutions. Moreover, higher education institutions in the province can establish extension programs to support these efforts. Collaboration among all stakeholders in the province\u0026mdash;including educators, parents, policymakers, and community leaders\u0026mdash;is crucial to addressing the persisting challenges in kindergarten education.\u003c/p\u003e\u003cp\u003eMethodologically, future studies may explore other dimensions and challenges of teaching numeracy skills in Kindergarten, in addition to the findings of this study, to come up with more comprehensive indicators for assessment. A tool may be developed to generalize the findings of this study. Future researchers may also consider expanding the scope of this study to include perspectives of other public schools in the provinces, especially the public schools in Cordillera region. A similar study may also be conducted focusing on private schools and those schools in urban areas.\u003c/p\u003e\u003cp\u003eBy addressing these challenges through targeted interventions and holistic support systems, we can create a more effective and equitable foundation for early mathematics education, ensuring that all children\u0026mdash;regardless of background\u0026mdash;develop the numeracy skills necessary for lifelong learning and success.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eLimitations\u003c/h2\u003e\u003cp\u003eThe findings are specific to Ifugao and reflect the perceived assessments of educators in the province. Caution should be exercised in generalizing these results to other regions. Further research is warranted to explore numeracy skills in other provinces to contribute to a more comprehensive national assessment, using other methodologies and designs. Despite these limitations, this research proposes a micro perspective that enriches the discourse on progress toward achieving Sustainable Development Goals, Target 4.2, with a particular focus on numeracy in rural communities like Ifugao.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Statements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe involvement of the research participants in the study was secured through necessary permission from the head of the organization where they belong. The ethics aspect was also approved by the University Ethics Committee.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researches wishes to acknowledge the financial support given by Ifugao State University in the conduct of this research.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eIts a sole author .The original author ,Alma D.Tayaban, did all the to come up with the complete manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAli, S. R., \u0026amp; Mukhtar, F. (2017). A case study of fun learning with numeracy of preschoolers. \u003cem\u003eInternational Journal of Early Childhood Education Care, 6\u003c/em\u003e(2017), 51-58. https://doi.org/https://doi.org/10.37134/saecj.vol6.6.2017\u003c/li\u003e\n\u003cli\u003eAllen A. Espinosa, M. A. (2023). 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Detecting time concept competence in children with autism spectrum and attention disorders. \u003cem\u003eNeuropsychiatric Disease and Treatment, 18\u003c/em\u003e, 2323\u0026ndash;2348. https://doi.org/https://doi.org/10.2147/NDT.S3319854\u003c/li\u003e\n\u003cli\u003eJabeen, S. M., Aftab, M. J., Naqvi, R., Awan, T. H., \u0026amp; Siddique, M. (2021). Prevalence of students with learning difficulties in basic arithmetic operations in the subject of mathematics at elementary level. \u003cem\u003eMulticultural Education, 7\u003c/em\u003e(5). https://doi.org/10.5281/zenodo.5110685\u003c/li\u003e\n\u003cli\u003eK\u0026uuml;feoğlu, S. (2022). SDG-4 Quality education. \u003cem\u003eEmerging Technologies\u003c/em\u003e, 255\u0026ndash;275. https://doi.org/https://doi.org/10.1007/978-3-031-07127-0_6\u003c/li\u003e\n\u003cli\u003eLopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., \u0026amp; Melby-Lerv\u0026aring;g, M. (2023). 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Understanding number sequences leads to understanding mathematics concepts. \u003cem\u003eThe Journal of Educational Research, 109\u003c/em\u003e(6), 640-646. https://doi.org/https://doi.org/10.1080/00220671.2015.1020911\u003c/li\u003e\n\u003cli\u003ePincheira, N., \u0026amp; Alsina, \u0026Aacute;. (2022). Mathematical knowledge of pre-service early childhood and primary education teachers: An approach based on the design of tasks involving patterns. \u003cem\u003eAustralian Journal of Teacher Education, 47\u003c/em\u003e(8). https://doi.org/https://doi.org/10.14221/ajte.2022v47n8.4\u003c/li\u003e\n\u003cli\u003eSharma, L. R., Bidari, S., Bidari, D., Neupane, S., \u0026amp; Sapkota, R. (2023). Exploring the mixed methods research designs: Types, purposes, strengthts, challenges, and criticisms. \u003cem\u003eGlobal Academic Journal of Linguistics and Literature, 5\u003c/em\u003e(1), 3-12. https://doi.org/10.36348/gajll.2023.v05i01.002\u003c/li\u003e\n\u003cli\u003eSpencer, P. 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Effective strategies for promoting foundational literacy and numeracy in early childhood education. \u003cem\u003eJournal of Social Sciences, 19\u003c/em\u003e(92-95). https://doi.org/10.3844/jssp.2023.92.95\u003c/li\u003e\n\u003cli\u003eWhyte, K. L., Stein, M. A., Kim, D., Jou, N., \u0026amp; Coburn, C. E. (2018). Mathematics in early childhood: Teacher educators\u0026rsquo; accounts of their work. \u003cem\u003eJournal of Early Childhood Teacher Education, 39\u003c/em\u003e(3), 213-231. https://doi.org/https://doi.org/10.1080/10901027.2017.1388306\u003c/li\u003e\n\u003cli\u003eWorld Bank Group. (2024). \u003cem\u003eFoundational learning\u003c/em\u003e. https://www.worldbank.org/en/topic/education/brief/foundational-learning\u003c/li\u003e\n\u003cli\u003eWright, R. (2013). Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks. \u003cem\u003eSouth African Journal of Childhood Education, 3\u003c/em\u003e(2), 21-40. Retrieved from https://files.eric.ed.gov/fulltext/EJ1187408.pdf\u003c/li\u003e\n\u003cli\u003eZohrabi, M. (2013). Mixed methods research: Instruments, validity, reliability and reportiing findings. \u003cem\u003eTheory and Practice in Language Studies, 3\u003c/em\u003e(2), 254-262. https://doi.org/10.4304/tpls.3.2.254-262\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"early mathematics education, parental involvement, pedagogical challenges","lastPublishedDoi":"10.21203/rs.3.rs-7476144/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7476144/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores challenges of kindergarten \u0026nbsp;\u0026nbsp;teachers in teaching numeracy skills \u0026nbsp;in Ifugao, a rural province in the Philippines. It aims to address gaps in early mathematics education to better prepare learners for future academic challenges and assessments. Employing a qualitative approach, this paper gathered data from key administrators and kindergarten teachers including official documents through interview, observation, and document scanning. Using thematic data analysis, the results revealed four challenges in Teaching Numeracy Skills in the Kindergarten such as pedagogical challenge(i.e limited of advanced \u0026nbsp;and effective teaching strategies in teaching numeracy skills),Curriculum Implementation Challenges\u003cem\u003e,(\u003c/em\u003ei.e\u003cem\u003e \u003c/em\u003eby frequent changes and introducing new curriculum that requires continuous adaptation and often disrupting instructional continuity and teacher focus), Educational Resources and Support Challenges (i.e\u003cem\u003e \u003c/em\u003eTeachers often face constraints such as inadequate teaching materials and limited access to professional development opportunities),and Parental Support Challenges(i.e poor collaboration of parents ).To address these challenges, recommendations include implementing professional development programs for educators focused on innovative strategies, developing a consistent and regularly reviewed kindergarten curriculum, improving access to teaching materials and technological resources, and enhancing parental engagement through regular communication and workshops. To achieve these goals, schools should conduct benchmarking activities to identify and apply best practices from successful educational institutions. Furthermore, higher education institutions should establish extension programs to support these efforts. Collaboration among all stakeholders, including educators, parents, policymakers, and community leaders, is essential to address the challenges in kindergarten education.\u003c/p\u003e","manuscriptTitle":"Exploring Challenges in Numeracy Skills of Kindergarten Learners in Ifugao,Philippines","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-01 16:54:22","doi":"10.21203/rs.3.rs-7476144/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9c572715-ff90-4973-9835-8177adc54e40","owner":[],"postedDate":"October 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-17T21:39:09+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-01 16:54:22","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7476144","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7476144","identity":"rs-7476144","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}