Kindergarten Pupils’ Well-Being Through Nutrition Awareness And Active Play In Kaingin Elementary School

Abstract

This action research examined the well-being of kindergarten pupils through the integration of nutrition awareness and active play activities at Kaingin Elementary School, San Pascual Sub-Office, Division of Batangas, during School Year 2025–2026. The study was anchored on the premise that early childhood is a critical period for establishing healthy habits, promoting physical development, and strengthening children’s social, emotional, and cognitive foundations. It aimed to determine the level of well-being of kindergarten pupils in terms of physical, social, emotional, and mental health; assess how nutrition awareness and active play enhance pupils’ daily routines; evaluate the effectiveness of these interventions; identify challenges encountered during implementation; and provide a basis for improving play-based activities.

The study employed a survey questionnaire as part of data gathering procedure. Participants were the parents or guardians of 40 kindergarten pupils aged five to six years old enrolled at Kaingin Elementary School. A researcher-made validated questionnaire served as the primary instrument for data gathering. Responses were analyzed using frequency distribution, percentage, ranking, and weighted mean.

Findings revealed that kindergarten pupils generally demonstrated positive but developing levels of well-being. In terms of physical health, social health, emotional health, mental health, the composite mean of 2.94 Often indicated that pupils generally displayed strength during play and healthy eating behaviors, although stamina and endurance remained limited.

The integration of nutrition awareness and active play activities also showed positive effects on pupils’ daily routines. Physical fitness, cognitive development and socio-emotional skills registered a composite mean of 2.84 Often and Always.

In terms of effectiveness, nutrition awareness and active play were found to contribute positively to pupils’ physical, social, and emotional development.

The study also identified several challenges encountered during the implementation. The most prominent difficulty was pupils’ failure to consistently follow instructions during class activities. The challenges included limited stamina during active play, occasional lack of interest in participating in physical activities, difficulty performing certain physical tasks, and unhealthy eating habits at home. These factors suggest that home environment, behavioral guidance and physical readiness significantly influence the effectiveness of school-based nutrition and active play interventions.

Overall, the findings indicate that kindergarten pupils are generally developing positively across physical, social, emotional, cognitive, and nutrition-related dimensions. However, they continue to require sustained support in physical endurance, emotional regulation, social cooperation, communication, healthy eating habits, and independent learning. The study concluded that nutrition awareness and active play are effective and practical strategies for promoting the holistic development of kindergarten pupils. Continued collaboration among teachers, parents, and school administration is recommended to strengthen classroom practices and home support systems that will further enhance children’s overall well-being and school readiness.