Abstract: This study assessed the developmental needs of Grade 3 learners as perceived by their teachers, focusing on five key domains: cognitive, emotional, social, physical, and moral-ethical development. Teachers, being primary observers of learners' daily classroom behavior and performance, served as the main source of data, with parent/guardian input validating the findings to provide a comprehensive developmental profile. Findings revealed that emotional development was most prominent, indicating learners’ needs in building confidence and coping with change. Social development followed, particularly in peer interaction and conflict resolution. Moral-ethical development showed a need for greater reinforcement in values and behavior. Cognitive development highlighted curiosity and engagement but revealed gaps in reasoning and literacy. Physical development scored lowest, suggesting limited participation in physical activities and health routines. The study also found that various factors influence learner development. Cognitive and social growth were positively linked to fathers’ educational attainment and family income, while sex and curriculum type (e.g., SSES) influenced cognitive and moral-ethical development. Emotional and social growth were more closely tied to relational and environmental influences than socioeconomic factors. Furthermore, cognitive, emotional, social, and moral-ethical domains were strongly interconnected, while physical development remained relatively distinct. These insights underscore the importance of addressing developmental needs holistically. As a practical outcome, the study proposes the Instructional Support Initiatives for Grade 3 Learners: A Holistic Approach to Development, a classroom-based framework promoting targeted, developmentally appropriate strategies. This initiative empowers teachers and stakeholders to nurture learners' overall growth, bridging gaps and ensuring equitable, lifelong learning foundations.
Keywords: Developmental Needs, cognitive, social, emotional, physical, moral and ethical, instructional support.
Title: TEACHERS’ PERSPECTIVES ON THE DEVELOPMENTAL NEEDS OF GRADE 3 LEARNERS: INPUTS TO INSTRUCTIONAL SUPPORT INITIATIVES
Author: Elaiza Bumanlag Reyla
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 18-24
Research Publish Journals
Website: www.researchpublish.com
Published Date: 09-July-2025
