Early childhood literacy and numeracy are foundational competencies that significantly influence children’s long-term academic development. This study examined the status of literacy and numeracy programs in kindergarten education and their relationship to learners’ academic performance as a basis for re-engineering early childhood instruction through a Deweyan constructivist framework. The study was conducted in five selected public elementary schools in the City of Naga, Cebu during the 2025–2026 school year. It aimed to evaluate the instructional strategies utilized in literacy and numeracy teaching and determine how these practices contribute to the academic development of kindergarten learners. A descriptive–correlational research design was employed to determine the relationship between the instructional strategies implemented by teachers and the academic performance of learners. The respondents included forty (40) kindergarten teachers and two-hundred (200) kindergarten learners selected through simple random sampling. Data were gathered through structured questionnaires and analyzed using descriptive statistics and chi-square analysis. Findings revealed a statistically significant relationship between the strategies utilized in literacy and numeracy instruction and the academic performance of kindergarten learners. Strategies such as capturing children’s interest before reading, introducing vocabulary during read-aloud activities, sharing the see–show–say strategy with families, highlighting children’s favorite books, and establishing consistent read-aloud routines contributed to improved literacy development. Similarly, numeracy strategies including hands-on learning experiences, the use of visual representations, differentiated instruction, encouraging learners to explain their ideas, and integrating storytelling into mathematical contexts supported the development of numeracy competencies. These findings emphasize the importance of learner-centered and experience-based pedagogical practices consistent with Deweyan constructivist principles. The study concludes that re-engineering early childhood literacy and numeracy programs through constructivist pedagogical approaches can enhance instructional effectiveness and strengthen foundational learning outcomes. It is therefore recommended that schools implement targeted teacher upskilling initiatives to reinforce constructivist instructional practices in early childhood education.