Nurturing Elements and Kindergarten Learners’ Competence in Public Elementary Schools

This study examined the relationship between nurturing elements in the kindergarten classroom and the competence of kindergarten learners in selected public elementary schools in the Second Congressional District of Eastern Samar, Philippines. Using a quantitative descriptive-correlational design, data were collected from 35 public kindergarten teachers through a structured questionnaire and analyzed using weighted mean and Pearson Product–Moment Correlation. Findings indicated that nurturing elements across physical, social, and instructional dimensions were consistently observed, with social elements obtaining the highest mean, followed by physical and instructional elements. Kindergarten learners were generally observed to demonstrate high levels of competence, particularly in participation, task completion, and engagement, while relatively lower performance was noted in tasks requiring recall and integration of prior knowledge. Correlation analysis revealed a statistically significant positive association between nurturing elements and learner competence, r = .708, p < .05, indicating that higher levels of nurturing classroom conditions are associated with higher levels of observed learner competence. These findings highlight the alignment between classroom environment characteristics and learners’ observable behaviors and engagement. The study underscores the importance of maintaining developmentally appropriate classroom conditions, including accessible physical environments, supportive social interactions, and structured instructional practices. However, given the study’s limited sample size and correlational design, the findings are interpreted as indicative of association rather than causation.