ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined the extent to which Kindergarten teachers utilize strategies to minimize learners’ separation anxiety. Using a descriptive-correlational design, data were collected from 30 teachers in the Cuyapo West and Nampicuan Districts, Division of Nueva Ecija, Philippines. A validated questionnaire measured the use of four key strategies: emotional connection and trust-building, child-friendly classroom environment, gradual separation with parent involvement, and play-based learning approaches. Results revealed that all strategies were utilized to a “very extensive” degree, with play-based learning ranked highest (OWM = 4.100). No significant differences were found across most demographic variables, except civil status. Findings highlight the importance of emotionally responsive teaching practices and recommend continuous professional development through structured training programs. Keywords: Separation anxiety, early childhood education, teacher strategies, play-based learning, emotional development