The Implementation of Early Language, Literacy and Numeracy (ELLN)  Program and the Lifelong Learning Skills of the Key Stage 1 Learners in CALABARZON: Basis for Instructional Model

Early childhood education serves as the foundation for lifelong learning, equipping young learners with essential cognitive and socio-emotional skills. This study explores the effectiveness of the Early Language, Literacy, and Numeracy (ELLN) program of instruction in predicting the development of lifelong learning skills among key stage 1 learners in CALABARZON. Employing a mixed-methods approach, data were gathered from 186 teachers and 1,150 learners across various schools, categorized based on the profiles of the teachers and learners in terms of School profile, including location, size, School-Based Management (SBM)  level, and learners’ profile, including grade level, sex, and socioeconomic status. Level of implementation of the Early Language, Literacy and Numeracy program of instruction in terms of assessment and evaluation, curriculum and instruction, learning environment, parental and community involvement, professional development, and teaching strategies. Significant differences in the implementation of Early Language, Literacy and Numeracy program of instruction when grouped according to School profile, Level of competency of the key stage 1 learners who undergone the Early Language, Literacy and Numeracy program of instruction in terms of lifelong learning skills such as: communication skills, creativity skills, critical thinking skills, interpersonal relationship skills, problem solving skills, and self-awareness building skills. Significant differences in the level of competency in lifelong learning skills among key stage 1 learners who have undergone the Early Language, Literacy and Numeracy program of instruction, according to learners' profiles. Does the Early Language, Literacy, and Numeracy program of instruction predict the development of lifelong learning skills among key stage 1 learners?  Lastly, the researcher proposed the enhanced program of instruction for the Early Language, Literacy, and Numeracy Program. The study assessed dimensions of the Early Language, Literacy, and Numeracy program of instruction, including assessment and evaluation, curriculum instruction, learning environment, parental and community involvement, professional development, and teaching strategies. Findings revealed that overall implementation of the Early Language, Literacy, and Numeracy program of instruction significantly predicts the development of lifelong learning skills. Specific aspects, such as assessment and evaluation, curriculum instruction, learning environment, parental and community involvement, professional development, and teaching strategies, positively contribute to learners' cognitive growth. Learners who participated in the Early Language, Literacy, and Numeracy program demonstrated moderate competency levels. Additionally, the study found no significant differences in lifelong learning competencies across demographic groups. However, it was evident that female learners and those from middle-income families showed stronger engagement in literacy and numeracy activities.  Based on these insights, an Enhanced Program of Instruction is proposed, aiming to refine instructional strategies, enhance teacher training, and strengthen school-community partnerships.