LEARNER DIVERSITY: OBSERVATION OF CHARACTERISTICS, NEEDS AND INTERESTS OF GRADE 1 PUPILS

Abstract

Today’s classrooms are increasingly diverse, with students exhibiting a wide range of developmental characteristics, learning needs, and interests. This is especially evident in early childhood education, where learners enter school with varying cognitive, social, emotional, and physical abilities. Understanding this diversity is essential in designing effective teaching strategies that address each child’s unique needs.  This research aimed to answer the following questions: What are the salient developmental characteristics of learners at the Grade 1 level?  What are the implications of these developmental characteristics for the teaching-learning process in Grade 1?  What recommendations can be made to enhance knowledge and understanding of learner diversity in the teaching-learning process? This study employed the descriptive research method and utilized the Observation, Analysis, and Reflection (OAR) approach. Classroom observations were conducted by the researcher at St. Mary’s College, Inc., Quezon City, during the first semester of Academic Year 2024–2025. Findings revealed that Grade 1 pupils exhibit a range of developmental differences. Cognitively, they have short attention spans, are highly curious, and respond well to visual aids. They frequently ask questions, demonstrating a desire to understand their environment. Socially, they enjoy interacting with peers but require guidance in turn-taking and cooperative activities. Emotionally, they express their feelings openly and respond positively to encouragement and praise. Physically, they are actively engaged in play but are still in the process of developing fine motor skills. The researcher highlighted that pupils expressed their emotions openly and respond well to positive reinforcement, which suggested that a supportive classroom environment is crucial for their emotional development. While they enjoyed social interactions, they sometimes struggle with turn-taking, emphasizing the importance of guided social skill development through role-playing, partner work, and class discussions.