Developmentally appropriate practices for learners’ literacy in Public Elementary Schools
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age-individual-sociocultural appropriateness
early language and numeracy
teachers’ best practices.

How to Cite

Tariman, J. D. . (2022). Developmentally appropriate practices for learners’ literacy in Public Elementary Schools. South Florida Journal of Development, 3(2), 2611–2626.


The primary purpose of this study was to determine the Developmentally Appropriate Practices (DAP) for learners’ literacy in public elementary schools in the Naga City division. It was geared towards identifying whether teachers’ educational practices are age-, individually-, and socio-culturally-appropriate. A mixed-method comprised of descriptive-evaluative, correlational, and development research designs was employed in this study. The participants were the kindergarten teachers in the Naga City division. The survey questionnaire was the research instrument used in data gathering and focus group discussions (FGDs) were conducted to validate the data obtained from the questionnaire. Secondary data were secured to identify the learners’ literacy levels. The statistical tools used in the study were frequency counting and getting the percentage, weighted mean and ranking, and Pearson Product Moment Correlation. Findings showed that the utilization of DAPs along the three principle-components was “Extremely Important,” as assessed by the respondents. The learners’ literacy level in kindergarten was found to be “Close to Approximating Mastery.” The teachers’ use of DAPs was significantly related to learners’ literacy level. The DAPs implementation’s best practices were generally based on kindergarten teachers’ teaching strategies and school-teacher-pupil-related factors and considered the primary concern for implementing the DAPs. A training design was developed based on the teachers’ needs to enhance and sustain the DAPs implementation among kindergarten schools.
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