Pedagogical practices of public preschool teachers: Their relationship to the holistic development of pupils

Consistent with the classroom management skills are the pedagogical practices that preschool educators bring into their classroom which makes early childhood education, the most beneficial. Hence, this study explored the pedagogical practices of preschool teachers and how these practices relate to pupils’ holistic development. It made use of both quantitative and qualitative methods through a survey questionnaire, structured interviews, and actual observations. The respondents of the study were public preschool teachers and their preschool learners. Results show that while the preschool teachers always use the pedagogical practices along the different domains of development, their pupils’ development changes along gross motor, fine motor, self-help, communication, cognitive language, and social-emotional skills have not yet reached optimal development. Moreover, pedagogical practices on gross motor, fine motor, receptive, expressive, and cognitive skills influence significantly the pupils’ performance along the domains of development. Significantly, preschool teachers who are young and have higher educational attainment influence their adoption of pedagogical practices in developing skills among their pupils.