METHODS OF TEACHING FOR BUILDING SKILL-BASED ON EARLY YEARS FOUNDATION STAGES OF KINDERGARTEN LEARNERS

The study aimed to explore how Early Years Foundation Stage (EYFS) methods of teaching which support young learners in acquiring the foundational skills necessary in kindergarten pupils’ early development. This study will be conducted in different public elementary schools in the Division of Tarlac during the School Year 2024-2025. The study included kindergarten teachers as the respondents of the study. The results of the study were used as basis for the training program for teachers on the implementation of EYFS methods of teaching for building skill-based foundation of kindergarten pupils. All the indicators on the methods of teaching on the Early Years Foundation Skills (EYFS) employed by the teachers in building skill-based foundation of kindergarten pupils with respect to play-based learning, hands-on sensory approach, and storytelling and shared reading are interpreted as “Strongly Agree”. Thus, play-based learning, hands-on sensory approach, and storytelling, and shared reading are the methods of teaching on the Early Years Foundation Skills (EYFS) employed by the teachers in building skill-based foundation of kindergarten pupils. All the indicators on the factors influencing the success of implementing the Early Years Foundation Skills (EYFS) methods of teaching on building skill-based foundation of kindergarten pupils in terms of teacher training, learning environment, availability of resources, and parental involvement are all interpreted as “Strongly Agree”. Moreover, all the indicators on the extent of implementing the Early Years Foundation Skills (EYFS) methods of teaching on building skill-based foundation of kindergarten pupils as assessed by the respondents in terms of literacy skills, numeracy skills, motor skills, and social-emotional skills are all interpreted as “Very High Impact”. There are significant differences in the extent of Implementing EYFS methods of teaching on building skill-based foundation of kindergarten pupils when grouped according play-based learning and storytelling and shared reading but no significant difference with respect to hands-on sensory approach as EYFS methods of teaching. However, there is no significant difference in the extent of implementing of methods of teaching on building skill-based foundation of kindergarten pupils when grouped according to factors influencing the success of implementing EYFS methods of teaching with respect to teachers’ training, learning environment, availability of resources, and parental involvement. Keywords: Early Years Foundation Stage (EYFS), Play-based Learning, Hands-on Sensory Approach, Story Telling and Shared Reading, Kindergarten Pupils, Building Skill-Based Foundation