Counting Abilities of Preschoolers in San Fernando City’s Public Schools

Abstract

Early childhood education points out an increasing emphasis on the development of numeracy skills, which serve as the foundation for future mathematical learning. This explanatory sequential mixed-method approach was used to gather data on the counting abilities of preschool learners and the teaching strategies used by teachers. It addresses the numeracy development of preschoolers, more specifically their early number sense, as well as the effectiveness of preschoolers’ counting skills and kindergarten instructional methods used by educators. This study examined the level of counting abilities of preschoolers in public schools in San Fernando City. Data were collected through assessment tests administered to kindergarten learners and one-on-one interviews with kindergarten teachers, which revealed the current level of preschoolers’ counting abilities as well as the teaching methods used to scaffold their development. Findings suggest that integrating tangible materials and flexible teaching strategies in early childhood education is essential for nurturing a strong number sense, which can enhance counting abilities.