ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study employed the Descriptive-Correlational Research Design with 165 learnerparticipants and 6 teacher-respondents. This study aimed to describe and establish the level of relationship between the level of multi-dimensional engagement in learning of the kindergarten learners and their assessed ECE developmental domains at early childhood schools in Anao District during the school year 2022 – 2023. The computed grand mean of the cognitive engagement in learning of the kindergarten pupils is 2.93, indicative of “high engagement” level. The computed grand mean of the level of motivational engagement of the kindergarten pupils was in 3.00, “high engagement” level. The grand mean of the level of multi-dimensional engagement of the pupils on socio-emotional aspect is 3.35, indicative of “Very High Engagement”. Results also revealed that gross motor, fine motor, and cognitive domains were found to be significantly related to the level of cognitive engagement at 0.01 level of significance. While receptive language and expressive language were significantly related to the pupils’ level of cognitive engagement at 0.05 level of significance. Gross motor, fine motor, and cognitive domains were found to be significantly related to the level of cognitive engagement at 0.01 level of significance. Gross motor and cognitive domains were found to be significantly related to the level of socio-emotional engagement at 0.01 level of significance. 2. The study recommends that kindergarten teachers may design and implement relevant multi-dimensional engaging experiences and activities to the kindergarten pupils to improve their early childhood developmental skills. Policy makers may consider the necessity to impose multi-dimensional engagement learning as a good strategy implemented in ECE so that learners may achieve optimum level goals. Keywords — Multi-Dimensional Engagement, ECCD Developmental Domains, Instructional Enrichment Program, Early Childhood Education