Building Foundational Learning Through Inclusive Pedagogy: Lived Experiences of Grade 1 Teachers in Integrating Reading, Language, Mathematics, and Values Education under the MATATAG Curriculum at Francisco Benitez Elementary School

Authors

  • Ma. Cristina Moral Northeastern College, Santiago, City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i3.145

Keywords:

Inclusive Pedagogy; Foundational Learning; MATATAG Curriculum; Grade 1 Teachers; Phenomenology; Reading; Language; Mathematics; Values Education; Elementary Education

Abstract

Foundational learning during the early grades is critical to children's cognitive, linguistic, numeracy, and socio-emotional development. Recognizing persistent learning gaps among Filipino learners, the Philippine Department of Education introduced the MATATAG Curriculum, which prioritizes foundational literacy, numeracy, language development, and values formation through learner-centered and inclusive pedagogical approaches. As frontline implementers of the curriculum, Grade 1 teachers play a vital role in integrating Reading, Language, Mathematics, and Values Education to address the diverse needs of beginning learners. Despite the significance of this reform, limited qualitative studies have examined teachers' lived experiences in implementing inclusive pedagogy within the MATATAG Curriculum. This phenomenological study explores the lived experiences of Grade 1 teachers at Francisco Benitez Elementary School in integrating foundational learning areas through inclusive pedagogy. Guided by Husserl's descriptive phenomenology, the study will involve 10–15 purposively selected Grade 1 teachers. Data will be collected through semi-structured interviews and reflective journals and analyzed using Colaizzi's Seven-Step Phenomenological Method. The study aims to describe teachers' instructional experiences, challenges, adaptive practices, and professional insights in fostering inclusive foundational learning. The findings are expected to inform curriculum enhancement, teacher professional development, and the development of an Inclusive Foundational Learning Framework for early-grade instruction under the MATATAG Curriculum.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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