IMPLICATIONS OF INSTRUCTIONAL STRATEGIES AND EXECUTIVE FUNCTIONS: ON KINDERGARTNERS' BEGINNING NUMERACY SKILLS

Early childhood education plays a vital role in shaping foundational cognitive and academic skills, particularly in numeracy. This research examined the relationship between educational strategies and executive function with the kindergartners’ numeracy skills. The study comprised 100 learners enrolled in the afternoon session, in a public elementary school in Iligan City during the academic year 2024–2025. A descriptive-correlational research design was employed using validated tools. The data were analyzed using descriptive statistics and Spearman’s rho. The participants’ assessment of teaching strategies was generally very good, their inhibitory control and cognitive flexibility was generally high, and numeracy skills were very good. Executive functions were significantly associated with the kindergartners’ numeracy skills and as well as the integration on the use of technology specifically shape recognition. The findings highlight the importance of developing problem-solving, self-control, and flexible thinking in young learners to support their learning and behaviour. The study emphasizes the need to develop executive functions prioritized alongside academic instruction. Integrating emotional, cognitive, and academic development in the curriculum creates more holistic learning experiences. The findings point the need to explore other variables that would enhance the development of kindergartners’ numeracy skills.