World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.211-237
Ronaly V. Valencia, MAEd, LPT
Graduate School, Osias Colleges, Inc.
Abstract
This study described the level of implementation of developmentally appropriate practices (DAP) in primary grades classroom instruction in selected public elementary schools in La Paz South District, Tarlac Province. It aimed to describe the extent of DAP implementation in terms of content and learning goals, learning activities, learning materials, and assessment and evaluation; identify the common challenges encountered by primary grade teachers; and propose an action plan to enhance the integration of developmentally appropriate practices in classroom instruction. Using a quantitative descriptive research design, the study involved thirty (30) primary grade teachers handling Grades 1 to 3 as respondents. Data were collected through a validated researcher-made questionnaire and analyzed using descriptive statistical tools such as frequency, percentage, and weighted mean.
Findings revealed that Developmentally Appropriate Practices were generally implemented in primary grades classroom instruction. Among the four areas, learning activities were rated as well implemented, reflecting teachers’ effective use of hands-on, play-based, and interactive strategies. Content and learning goals, learning materials, and assessment and evaluation were interpreted as implemented. However, teachers encountered challenges that affected consistent DAP application, including pupils’ short attention spans, insufficient training, difficulty in differentiating instruction, large class sizes, limited instructional resources, and workload-related concerns.
The study recommends strengthening professional development programs on Developmentally Appropriate Practices, enhancing institutional and administrative support, improving access to instructional resources, and implementing a structured action plan to promote child-centered, developmentally responsive, and holistic classroom instruction in the primary grades.
Keywords: Developmentally Appropriate Practices, Primary Grades, Classroom Instruction, Early Childhood Education, Teacher Practices.
https://doi.org/10.65494/pinagpalapublishing.216
