Alphabet Knowledge of Kindergarten Pupils Through the Lens of Teachers

Abstract

The purpose of this phenomenological study was to explore the experiences of kindergarten teachers in teaching alphabet knowledge to the learners in District 1, Division of Panabo City. It further investigated their insights that were drawn from the findings of this study. I employed the qualitativephenomenological study of which primary instrument of data gathering was through in-depth interview. Major findings revealed that when participants were asked about their experiences as kindergarten teachers in teaching the alphabet knowledge, and after a careful analysis of their responses, the following themes were noted: Development of Reading Skills, Promotion of Writing Skills, and Introduction to Letter Sounds. Furthermore, after a thorough analysis, when the participants were asked on their insights from the experiences that can be shared to others in terms of their experiences in teaching the alphabet knowledge, they mentioned various themes. After a thorough analysis of the transcription, the following themes emerged: Intensifying Literacy Skills Development, Selecting Appropriate Teaching Pedagogy, and Improving Learners' Academic Outcomes. The findings imply that accurate assessments of student progress are crucial because they enable teachers to detect particular gaps in students' reading knowledge and integrate this information into their lessons. To better understand how preschool teachers, make such judgements, it was necessary to evaluate what they knew about their children' unique literacy development and to identify the types of information they utilize to guide their thinking. Further, it is also implied that alphabetical awareness was demonstrated in the writing skills of children to have an observable increase.