This study determined the extent of pedagogical practices of kindergarten teachers under the Revised Kindergarten Framework across six developmental domains: literacy, language and communication; socio-emotional development; values development; physical health and motor development; aesthetic/creative development; and cognitive development. A quantitative descriptive design was employed, utilizing total population sampling involving 69 kindergarten teachers from public schools in Urdaneta City, Pangasinan during School Year 2025–2026. Data were gathered through a structured survey questionnaire and analyzed using weighted mean. Findings revealed that all developmental domains were implemented to a very high extent, indicating consistent and strong adherence to curriculum standards. Physical health, motor development, and cognitive development emerged as the most strongly emphasized domains, while values development and aesthetic/creative development, although slightly lower, were still rated very highly. Results suggest that teachers consistently apply holistic, play-based, and developmentally appropriate pedagogical practices across learning areas. The study concludes that kindergarten instruction is highly aligned with the Revised Kindergarten Framework, reflecting balanced but slightly varied emphasis across domains, thereby indicating areas for continued enhancement in integrated instructional delivery.
Pico. et al. (Tue,) studied this question.