LEARNING CAPABILITIES AND BARRIERS OF YOUNG LEARNERS IN EARLY CHILDHOOD DEVELOPMENT TOWARD AN INTERVENTION PROGRAM

This study examined the learning capabilities and barriers young learners face in early childhood education within public elementary schools in the Division of Imus City during the 2024-2025 school year. The research involved two respondent groups: kindergarten teachers and parents of kindergarten learners. A descriptive research design was used, with data gathered through a researcher-made questionnaire distributed via surveys. The study focused on assessing the children's learning capabilities in terms of cognitive, creative, language, and motor development. Additionally, the barriers to learning were identified, particularly concerning parental involvement, educational support, learning disabilities, learning environment, and available resources. The results indicated significant differences in the learning capabilities of kindergarten learners as assessed by teachers, with differences observed in cognitive, creative, language, and motor aspects. Furthermore, the study revealed that learning capabilities varied according to the parents' profile, including age, gender, and highest educational attainment. However, no significant relationship was found between the children's learning capabilities and the barriers to learning, as assessed by both parents and teachers. This study highlights the importance of understanding the developmental capabilities and the challenges young learners face in early childhood education, providing insights into how these factors influence educational outcomes. KEYWORDS: Barriers to learning, Cognitive development, Creative development, Early childhood education, learning capabilities, learning environment, Learning resources, Motor development, Parental involvement, Teacher assessments.