094 - Proceeding of the Global Summit on Education (GSE2013)

BARANGAY DAY CARE CENTERS: EMERGENCE, CURRENT STATUS AND

IMPLICATIONS TO TEACHER EDUCATION
Edna Luz R. Abulon
Philippine Normal University
[email protected]

Abstract
Using documentary analysis of legislative literature as well as current articles, the
study looked into the emergence of Barangay Day Care Centers and surveyed the status of
daily operations of about 48 Centers located in the NCR and the nearby province of Cavite.
During the visits, the assigned teachers in each center were requested to answer the survey
interview. Based on the gathered data, the study attempted to draw implications to
teacher education in general and to pre-service teacher education and in-service teacher
education or the continuing professional education and training of teachers, in particular.

Results of the study showed that the emergence of the day care centers in the
country proved the state’s deepening commitment to uphold early childhood education.
However, it is clear that despite the four decade span the systematic administration of the
centers’ academic programs, including appropriations of ample budget to cope with the
demands of the growing target beneficiaries nationwide is still wanting much less the
political will to enact the pending bills at the two houses of the Congress to ensure
standard operations of the centers as a pre-school, if not fair employment for the workers.

The physical facilities of the centers need attention from the local government units
held responsible for them – the classrooms, space for outdoor activities, comfort rooms
and others. As to the activities done, both academic and non-academic, the teachers were
relatively implementing these at par with the comparable pre-school operation. However,
there is no standard academic curriculum being followed. The majority of the workers,
though evidently underpaid, expressed satisfaction with their work. Resiliency in facing
the most common problems like inadequate teaching materials and lack of involvement
from the parents were manifested by these teachers. The inadequate pre-service as well as
in-service training of the teachers at the day care centers has crucial implications to
teacher education. Hopefully, the passage of the pending bills at the Congress on day care
operation can address this issue.

The study further recommended that the Philippine Normal University as the
National Center for Teacher Education (NCTE) serve as one of the partners of the
Department of Education in conducting training programs to enhance competencies of
pre-school teachers. This is also in consonance with the mandates of Section 3 of the R.A.
9647, otherwise known as “An Act Designating the PNU as the Country’s National Center
for Teacher Education”.

Key Words: Barangay Day Care Centers, Emergence, Status, Teacher Education

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Introduction

In the last three decades, preschool education has become a boom and a lucrative
business in the country. Parents become so aware of the value of early childhood
education that it motivates them to apportion part of their hard-earned money for their
children’s pre-school education. The cost of sending a child to school ranges from as
low as fifty pesos to as much as seven to eight thousand pesos per month.

Adams (2008) stressed that early childhood education is the key to building a
strong foundation for a child's educational success. Young children learn habits and
form patterns that are not easily changed in later years. If parents and educators
establish good habits and develop productive patterns of behavior among children in
their charge, the children are likely to achieve great educational success
(www.helium.com). Local educators would certainly agree to such statement.

The Philippine government, through its smallest administrative units called the
“barangays”, has undertaken the necessary steps to address the need to educate the
Filipino children as early as three years old, by creating barangay day care centers
nationwide.

The PNU, the country’s National Center for Teacher Education (NCTE), has for its
main pillars the honing of skills and talents by teaching the very young. To this effect,
the bachelor’s degree in early childhood education under the College of Education
provides pre-service teachers with knowledge and skills to teach toddlers to grade
three pupils. With the nationwide establishment of barangay day care centers, it
would be a challenging route for the graduates to work as teachers at these centers.

Objectives of the Study

This research seeks to provide the PNU BCED graduates a knowledge of the
emergence of the day care center phenomenon, the current status of the day care
centers in selected barangays in the National Capital Region (NCR) and in Cavite
province in terms of the existing facilities, academic and non-academic activities, profile
of the teachers, their description of a typical day at the center including the problems
they usually encounter, and the teachers’ level of satisfaction while working at the
centers.

The study further aims to draw implications from the emergence of day care
centers and from their current status to teacher education.

Review of Related Literature and Studies

The Emergence of Barangay Day Care Centers

The beginning of early childhood education in the Philippines was reflective of

the colonizer’s view of the child. To a considerable extent, the Spaniards, during their
time, exerted all efforts to keep the Filipinos uneducated. The Americans, on the other
hand, tried to establish a public school system, but eventually introduced a new
language. As an outcome, it was only a few years after the country’s liberation from the
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Japanese occupation in the 1950s that the public system and other government agencies
intensified their effort in preschool education. The Philippine Republic then was one of
the signatories in the Convention of the Rights of the Child. The Philippine Constitution
also stated that education should always be prioritized.

Presidential Decree 1567 of 1978 or the Barangay Day Care Law mandated that a
day care center be established and maintained in every barangay with at least 100
families. The Department of Social Welfare and Development (DSWD) was given the
task to be the lead agency for early child care and education services. This government
agency developed the day care program focusing on values formation and socialization
for children aged three to six years old.

This presidential decree was then amended to become the Republic Act 6972 of
1990 which strengthened the capabilities of the day care centers – and made them more
responsive to the needs of the majority. The amendment was geared toward the total
development and protection of children up to six years old. Aside from nutritional care
and provision of a safe environment, these centers were expected to provide intellectual
and mental stimulation activities to children as well as wholesome recreation to
enhance values formation and development of social skills among children.

Section 6 (c) of this law further granted an allowable monthly allowance of

Php500.00 to be charged to the annual appropriations of the DSWD for the day care
center workers.

The passage of Republic Act 8980, otherwise known as the Early Childhood and
Care Development Act (ECCD Act), on December 5, 2000, facilitated a comprehensive
policy and a national system for children from zero to six years old. It further intensified
the operational system of day care centers. The Department of Interior and Local
Government (DILG), through its local councils from the city, municipality, down to
barangay level was tasked for the establishment and maintenance of day care centers
and other facilities necessary for child development. On the other hand, the DSWD,
through its local units, was directed to undertake the accreditation of the day care
centers, other private center-based programs and service providers. The Department of
Education (DepEd) with the DSWD was given a collaborative role in regulating the
delivery of programs and services on ECCD.

Statistics from the DSWD report for the year 2000, before the issuance of R.A.
8980 (www.dswd.gov.ph), showed that out of the targeted 41,924 barangays in the
country, only about 32,787 established their respective day care centers. This was
equivalent to 72% of accomplishment based on the mandates of the 1978 Day Care Law
and the 1990 amendments mentioned above. Statistics further showed that more than
one million children were served by these centers during that period.

House Bill 5367, which was approved on its third and final reading in the first
quarter of 2009, aimed to incorporate preschool education to basic education with the
DepEd at the frontier of its implementation all over the country. This bill was in
consonance with the state’s policy to provide equal opportunities for all children to
avail themselves of free and compulsory preschool education that effectively promotes

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physical, social, intellectual, emotional stimulations, let alone values formation to
adequately prepare them for formal elementary schooling.

This bill also pushed for the increase in the monthly compensation of the day
care workers from Php500.00 to a salary equivalent to salary grades 6, 8 and 9 in the
Salary Standardization Law depending on the teachers’ qualifications. Non-monetary
benefits like leave, insurance and retirement benefits were also added as part of the
package for the day care center workers.

Day care workers perform multiple tasks. In one of the featured articles
supporting the House Bill 5075 in February 2009 (www.journal.com.ph), the day care
workers are regarded as modern-day heroes who spend their own hard-earned money
just to meet the needs of children at day care centers. Thus, it is high time that their
economic condition be alleviated.

Corollary to the goals of House Bill 5367 was the issuance of the Executive Order
No. 585 in January 2008 which directed the expansion of the preschool coverage to
include children enrolled in barangay day care centers. In this light, the DepEd should
provide existing day care center workers with teacher training on the curriculum,
competencies for pre-school education and necessary instructional materials.
Moreover, the DepEd became the lead agency to supervise the educational programs,
curriculum and instructions at day care centers.

Simultaneous to the efforts at the lower house via House Bill 5367, two senate
bills (Senate Bills 2200 and 2306) are still up for deliberation and approval. Both bills
aim to grant a “magna carta” for day care teachers. Once enacted into law, qualification
standards would be set for the hiring of day care teachers. Existing day care teachers
would be given due salary commensurate to their qualifications. Basic training and
other non-monetary benefits should also be in place for these teachers.

As of February 2009, the DSWD data (www.dswd.gov.ph) showed that 42,000

barangay day care centers operated across regions in the country with beneficiaries of
about 1.2 million children. Notably, from the 2000 data (72% accomplishment), a
hundred percent accomplishment was already reached in establishing day care centers
in all barangays with at least 100 families.

Scholarly Pursuits from the Academe

Santos-Laurel (1988) found out that there were two general classifications of day
care centers: those that offered a very uneven services ranging from purely feeding
centers and those with full time teachers and complete classroom facilities. Moreover,
the study showed some non-governmental organizations also organized early childhood
education and care services as part of their community organizing projects.

In another study conducted, Santos (1990) found out that preschools followed
any of these five curriculum models: 1) subject matter-oriented models; 2) child-
oriented models; 3) school specific curriculum models; 4) eclectic curriculum models;
and 5) religion-oriented curriculum models. Equally, she discovered that although most
preschools stated objectives from the humanist perspective, most of their activities and
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programs showed that mastery of subject matter still dominated the daily plan of
activities.

In an attempt to provide day care centers with a structured reading program in

the country’s urban poor communities, Ocampo (1996) conducted a three-phase
research program. The first phase, the needs assessment, revealed the literacy level of
the children and priority areas of instruction as perceived by parents. The second phase
that called for the development of the early reading program brought forth a child-
oriented curriculum model complete with scope and skills to guide the teachers in
conducting the lessons. The third and last phase was the implementation of the
program with an experimental setup to measure its effectiveness.

This study concluded that the children who underwent the proposed three-
month early reading program showed significant gains in more areas of early literacy
than those in the control group who took the regular day care program. At the end of
the three months, the children in the experimental group proved to have gained the
prerequisite reading readiness skills necessary for learning to read. Several children
showed that they could read short passages already.

Favenir (2002) explored the contribution of the barangay day care centers to the
child as well as community development. Her study revealed that day care center
services contributed very extensively to the mental development along the effective
communication through listening, speaking, writing and reading. Services along
physical development contributed a great deal in terms of physical fitness, body care
and respect. Services on the social development aspect contributed much also in the
development of positive attitudes like being cooperative. Along parent-community
partnership, the extensive contribution was most perceived on the education of parents
and caregivers in giving proper care and attention to children, as much as the
enhancement of mothers’ productivity at work and their relief from worries.

Gleaning from this brief literature review, one sees the emergence of day care
centers in the local setting fostered the importance of educating the young. The political
will had steadily taken its place to foresee the rewarding results when parents invested
in early childhood education. Several scholarly pursuits, as cited above, further proved
emerging interests in the crucial effects of early childhood education on the later
success in education.

Methodology

Descriptive in nature, the study utilized documentary analysis of the existing

legislative literature as well as local research literature to present how the phenomenon
emerged. Survey was conducted to find out the current status of the day care centers.
Assistance from the third year BCED students in the second semester of SY 2008-2009
was sought during the data gathering phase. Observations during actual classes and
interviews with day care center teachers were undertaken to gather data.

Data from the survey were analyzed through frequency count and computation
of percentage. Answers to open-ended questions were content analyzed and ranked
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according to the most frequent responses. Mean was calculated to generate the typical
job satisfaction among the respondents.

Forty-eight (48) barangay day care centers were conveniently sampled for this
study. The distribution of the centers by location is shown in Table 1 below.

Table 1. Distribution of the Day Care Centers by Location

Locality Frequency Percentage

Caloocan – NCR 5 10.4
Malabon – NCR 1 2.1
Manila – NCR 11 22.9
Marikina – NCR 1 2.1
Muntinlupa - NCR 1 2.1
Pasay – NCR 4 8.3
Parañaque – NCR 2 4.2
Pasig - NCR 2 4.2
Quezon City - NCR 9 18.7
Valenzuela - NCR 1 2.1
Bacoor - Cavite 6 12.5
Dasmariñas - 5 10.4
Cavite
Total 48 100.0

Survey Results and Discussion

This section presents the results of the survey conducted to determine the
current status of the day care centers in terms of facilities available; academic and non-
academic activities implemented; profile of teacher-respondents; teacher-respondents
description of a typical day at the center including the common problems encountered;
and the teacher-respondents’ level of satisfaction while working at the day care centers.

1. On facilities available at barangay day care centers

The results of the survey showed that all of the 48 day care centers had at least
one (1) classroom to conduct morning and afternoon classes. Of the 48 day care
centers, only 34 had comfort rooms for use of students alone. Other centers utilized the
common comfort rooms within the barangay hall premises. Seven (7) centers had their
own canteen, while only five (5) centers had separate libraries for exclusive use of the
children. Two (2) centers had a multi-purpose hall for the big group activities and
cultural programs and six (6) centers maintained a separate small kitchen. Only three
(3) centers had a clinic for first aid services in cases of medical emergency.

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2. On academic and non-academic activities done at selected barangay day care
centers

It can be gleaned from Table 2 that teaching the children to read both in Filipino
and in English ranked first among the daily activities at day care centers. This daily
activity reflected the goal of early childhood education toward early literacy for the
Filipino children. As cited earlier, Ocampo’s study (1996) proved that early literacy
training at day care centers provided the children with the necessary reading readiness
skills for formal education. Counting came second in rank and teaching the children to
write ranked third. Storytelling time ranked fourth, while singing usually done as a
starter activity ranked fifth. Supervised play or games ranked sixth in the survey.
According to the teachers, play time harnessed motor coordination and developed
social skills and teamwork among children.

When asked how they prepared for these academic activities, about 10 teachers
responded that lessons were patterned from those of the previous classes, while about
six (6) said they used a guide or handbook for implementing lessons.

Table 2. Ranked Responses on the Daily Activities

Activities Frequency Rank

Reading 36 1
Counting 28 2
Writing 27 3
Story-telling 19 4
Singing 10 5
Play/Games 10 6

As regards weekly activities, the top three activities done at the centers, as
depicted in Table 3, were gardening, arts and crafts, and other fun outdoor activities.
Notably, only three (3) activities were found most common among the 48 day care
centers. The data further present other activities done on weekly basis, but most
activities were particular to only one or two centers. Cooking, for instance, was done
only at centers with a kitchen. Movie viewing requires equipment, thus only a center or
two could have it.

Table 3. Ranked Responses on Weekly Activities

Activities Frequency Rank

Gardening 10 1
Arts and Crafts 8 2
Outdoor Activities 6 3

Table 4 exhibits once-a-year activities done or celebrated at day care centers.

These activities depicted the importance of Christmas season, family bonding usually
done on weekends, nutrition in July, national language in August, and global community
relationships in October. Table 4 further reveals that conducting field trips in which
children were accompanied by parents ranked first.

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 Table 4. Ranked Responses on Activities Done Once a Year

Activities Frequency Rank

Field trip 15 1
Christmas 13 2
Celebration
Family Day 10 3
Nutrition Month 9 4
Buwan ng Wika 8 5
U.N. Celebration 7 6

The activities presented in Tables 2, 3 and 4 were found to be consistent with the
legal mandate (R.A. 6972) of the establishment of the day care centers specifically in
providing the children with mental stimulation exercises as well as wholesome
recreation and socialization activities. Establishing reading habit among children at
these centers conformed to what Adams (2008) claimed that such productive pattern of
behavior contributed in achieving educational success in later years of life. Equally, the
study of Favenir (2002) concluded that reading, listening and writing were activities
that extensively contributed to the mental development of the children.

3. On profile of teachers at selected day care centers

The teachers included in the survey were all female with the majority falling
within the 31-50 age bracket (Table 5).

Notably also, Table 5 shows four (4) teachers who were in their mid-life stage
already. They had the longest period of stay at day care centers (26 to 35 years) or they
should be considered “pioneers” of day care center in their respective barangays.
Responses of these workers to open-ended questions revealed that sense of fulfillment
in teaching children made them stay in the job. To quote the response of the eldest
worker (aged 60), “kahit ako high school graduate lang, binigyan ako ng pagkakataong
maging isang guro (though I am mere a high school graduate, I was given the
opportunity to teach).” Nevertheless, most of the teacher-respondents belonged to the
41-50 age bracket (39.58%).

Table 5. Distribution of Teacher-Respondents according to Age

Age Bracket Frequency Percentage

21 - 30 8 16.67
31 - 40 17 35.42
41 - 50 19 39.58
51 - 60 4 8.33
TOTAL 48 100.00

The study yielded that the majority or 35.42% of the teacher-respondents were
working at the day care centers for one to five years and about 27% of them 6 to 10
years (Table 6). Worthy to note again are the four (4) “pioneers” who opted to stay
teaching for 26 to 35 years at their respective centers.
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Table 6. Distribution of Teacher-Respondents as to Length of Service in Teaching at Day
Care Centers

Number of years Frequency Percentage

1–5 17 35.42
6–10 13 27.08
11–15 7 14.58
16–20 5 10.42
21–25 2 4.17
26–30 3 6.25
31– 35 1 2.08
TOTAL 48 100.00

In terms of highest educational attainment, more than a half of the teachers

obtained college degrees. Further analysis of the data on this variable shows that out of
the 37 college graduates, 13 earned their bachelor’s degree in Education. Out of these
13 Education graduates, only one (1) specialized in childhood education, seven (7) took
up Bachelor in Elementary Education (BEED), five (5) Bachelor of Secondary Education
(BSE) and only one passed the Licensure Examination for Teachers (LET).

The 24 non-education graduates finished courses in office administration,

business administration, computer science, arts and agriculture. Among the six (6)
teachers who did not finish college, only one pursued Education course particularly
industrial education.

Table 7. Distribution of Teacher-Respondents as to Highest Educational Attainment

Educational Frequency Percentage

Attainment
With M.A. units 1 2.08
College Graduate 37 77.09
College 8 16.67
Undergraduate
Vocational Course 1 2.08
High School 1 2.08
Graduate
TOTAL 48 100.00

From the profile of the teacher-respondents, one gleans that the age and length
of stay variables cannot be underestimated. Considering the meager amount of salary
and benefits from the local government units, these teachers, however, chose to stay
and work at the centers. Proximity to the job site was the common reason for staying in
the job since they did not need to spend on transportation. The passing of House Bill
5075 promises proper compensation for their hard work.

The educational preparation of day care center workers is of paramount concern

of the education sector. With the issuance of Executive Order No. 585 and the assumed

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passing into law of the House Bill 5367, the DepEd has an additional responsibility for
training teachers of the existing day care centers. With this development, the day care
centers must follow a standard pre-school curriculum with corresponding expected
competencies of teachers.

4. On a typical day at day care centers

Table 8 presents the most frequent responses of teachers when asked to

describe their typical day at the day care centers.

Table 8. Frequency Distribution and Rank of Teachers’ Responses on Their Typical Day at
Day Care Centers

Theme Frequency Rank

Productive 19 1
Fun-filled 14 2
Challenging 10 3
Tiring but 5 4
rewarding

Having a productive day at the center by following a schedule or routine,

learning to facilitate and dealing with various problems ranked first (Table 8). Having a
fun-filled, enjoyable and exciting day with children ranked second, while regarding the
day a challenge ranked third. For these teachers, a day became challenging when
moods and tantrums had to be dealt with, individual needs in daily activities met and
facilities and instructional material needs of the children provided. One teacher
emphasized that “they had to rise above the situation.” A tiring, but a rewarding day
ranked fourth as the teachers exerted physical and psychological energies in teaching
the children. Teachers said fatigue factor was easily overcome once they thought they
were active agents of learning and at the same time, learning too.

The data presented in table 8 is found to be consistent with the view of the
majority, as reflected in the aforementioned journal article written by Panluis (2009).
The said article further emphasized that the majority could now see how the country’s
day care center workers had been overworked, but underpaid despite playing a very
crucial role in molding the character and personality of the youth. House Bill 5075 and
the senate’s proposed bills in granting “magna carta” for the day care workers would be
a threshold to a new beginning for these workers.

4.a. On common problems met by teachers at day care centers

Table 9 depicts the most common problems encountered by the teachers in

doing their daily activities at the center. Inadequate instructional materials such as
books, workbooks, paper, radio with vcd player and other materials needed for the
teaching and learning was identified to be the main problem encountered. Two (2)
teachers said they even spent their own money to procure materials needed for
teaching.

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 Parental involvement ranked second among the problems cited. This
involvement was referred to attending regular meetings and assisting the children in
their homework assignments.

Table 9. Most Common Problems Encountered at Day Care Centers

Problems Frequency Rank

Inadequate instructional 29 1
materials
Lack of involvement among 22 2
parents
Inadequate facilities / space for 11 3
teaching and learning
Difficulty in handling children 4 4
with behavioral problems

Relative to this particular concern of teachers was the study of Favenir (2002)
which revealed that barangay day care centers extensively contributed or enhanced the
productivity of mothers at work. While parents became more productive at work due to
their dependence on the day care workers, they should have recognized that their
involvement in day care centers was of paramount importance. However, one of the
teachers lamented: “Madalas walang pakialam ang mga magulang kung ano ang
nangyayari sa mga anak nila dito (Usually, the parents do not care about how their
children do at the center).”

Since most of the centers included in the sample utilized the facilities within the
Barangay Captains’ Office, 11 teachers complained about a very limited space for the
conduct of the morning and the afternoon sessions. In this particular aspect, it is clear
that the establishment and maintenance of the facilities of centers are the
responsibility of the local government units (as per Republic Act 8980).

Four (4) teacher-respondents reported their difficulty in dealing with children

with behavioral problems. Proper assessment of such children was not undertaken as
these teachers did not have the capacity to do such task. One teacher said that she
found a suspected case of ADHD in her class so that the management of the whole class
became sometimes difficult.

5. Level of satisfaction while working at day care centers

When the 48 teachers were asked to rate their level of satisfaction while working
at day care centers along the 10-point scale, with 10 as the highest, a mean of 8.06 was
calculated.

The calculated mean was relatively high as regards level of job satisfaction
considering their meager allowance allowed by the law. However, it was elicited during
interviews that most of the day care teachers received other monetary benefits
depending on the barangay council’s recommendation to the barangay chairman.

Implications to Teacher Education

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 The legislative literature that summoned the establishment and sustenance of
the barangay day care centers fosters the concern of the state on early childhood
education. The continuing efforts of the executive and legislative branches of the
government are evidently pragmatic and timely.

The findings of the documentary analysis and the survey result on the current
status of the day care centers revealed certain discrepancies between the mandate and
the practice. Since their inception in 1978, these centers were expected only to provide
activities on values formation and socialization of children aged three to six. Even with
the amendments made in 1990, the mandates were modified to implement mental
stimulation activities aside from the worthwhile recreation and socialization. The
survey data revealed that sessions were held very similar to formal pre-school classes.
Although no curricular model was strictly followed, academic activities such as reading,
counting, writing, etc. called for appropriate teacher preparation. Based on the
educational background of the teachers, the majority obtained college diploma but less
than a half of them had background in teacher education, hence, they could only be
offered allowances for their services. There was no standard amount prescribed other
than the five-hundred-peso allowance, as provided for in R.A. 6972. Notably also, the
DSWD was tasked to recruit workers to teach the children.

House Bill 5367 as well as the senate bills that are hoped to grant “magna carta”
would soon become a milestone for the day care center workers. When enacted into
laws, these bills would help resolve the disparity between the original purpose and the
actualities in the operation of day care centers, especially in the aspect of teacher
preparation and selection.

House Bill 5367 aimed, among others, to alleviate the plight of day care center
workers by providing them salaries equivalent to salary grades 6, 8 and 9 of in the
Salary Standardization Law, depending on their qualifications. With this provision, day
care centers could recruit qualified teachers to ensure quality teaching for the children.
While the proposed “magna carta” for the day care primarily aims at providing a just
compensation for the day care center workers, it also helps in facilitating established
centers nationwide for a more responsive early childhood education.

A. Implications to Pre-Service Teacher Education

Findings revealed from table 2 to 4 call for implementing a standard early

childhood education curriculum and instruction in all the day care centers with utmost
consideration of the children’s ages catered to. Such standards should be prescribed by
the DepEd, as it has been mandated by the virtue of Executive Order 585 of January
2008 -- to supervise the programs, curriculum and instructios at day care centers
nationwide.

On the part of the PNU and other Teacher Education Institutions, the Bachelor’s
Degree in Early Childhood Education (BECED) curricular program shall expand to
consider the discussion of the day care center phenomenon. Also, the pre-service
teachers majoring in early childhood education must be able to relate, better yet
contextualize, the educational framework they learned in school with the realities
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obtaining in the day care centers through their off-campus program or field study
program.

B. Implications to In-Service Teacher Education or the Continuing Training and

Professional Education

Based on the legislative literature cited above, there had not been any legal
mandate geared toward continuing education and training among the day care center
workers until 2008 when the Executive Order 585 was issued. With this order, the
DepEd was given the responsibility to expand preschool program to include pre-school
children enrolled at day care centers. Moreover, the DepEd was instructed to provide
day care center workers with teacher training on the curriculum and competencies of
preschool education and needed materials. With this much welcomed development, the
day care workers could expect skills enhancement programs to keep themselves
updated and responsive to the children’s needs.

The survey results highlighted the most common problem encountered by the
teachers - the apparent lack of teaching materials. The DepEd could now also be
expected to provide books and workbooks that are curriculum-based. The reading
program developed by Ocampo (1996) could also be a document to reckon with. The
program which proved effective could be incorporated in the teaching-learning process
provided that the teachers would first undergo appropriate orientation and training.

The PNU as the NCTE is being mandated to collaborate with the DepEd on
matters of teacher training. The University through its Department of Early Childhood
Education could serve as a training arm for the day care center workers. Considering
the data gathered on the profile of the teachers at the day care centers, it is imperative
to start with the training programs focused on the necessary competencies of teachers
handling pre-school children.

Conclusion

1. The emergence of the day care centers in the country proves the deepening
commitment of the state toward early childhood education. However, it is clear that
the long saga that spanned for almost four decades is still wanting in terms of
systematic administration of the centers’ academic programs as well as
appropriations of ample budget to cope with the demands of the growing target
beneficiaries nationwide. The political will to enact the pending bills at the two
houses of the congress is yet to manifest itself to ensure standard operations of day
care centers as pre-schools and fair employment for the workers.

2. The conditions of the centers surveyed in terms of facilities need attention from the
local government units responsible for the maintenance of the physical facilities like
classrooms, space for outdoor activities, comfort rooms and related matters.

3. Although the academic and non-academic activities implemented by the teachers are
at par or comparable to pre-school operation; however, there is no standard
academic curriculum followed.

Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)

11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net 325
4. Though evidently underpaid, the majority of the workers expressed satisfaction with
their work. Day care center teachers manifest resiliency in facing the most
commonly met problems like inadequate teaching materials.

5. Inadequate pre-service as well as in-service training of the teachers at day care

centers has crucial implications to teacher education. The passage of the pending
bills at the congress on day care operation could address the issue.

Recommendations

1. Immediate passage of the pending bills that would systematize the operation of
day care centers should be lobbied by day care center workers at the congress.

2. The need for ample space and regular maintenance of facilities of day care
centers should be addressed by the local government officials at the barangay
level.

3. A standard academic curriculum at the day care centers nationwide should be

implemented immediately by examining the Philippine’s country profile on Early
Childhood Education and Care Programmes (UNESCO, 2006), which prescribes
the curriculum for the public school kindergarten and the day care centers. To
wit: “the type that is informal, play-based and activity oriented that allows
children to express a variety of topics in a comparably random fashion. The
learning experiences are designed to support physical, social, emotional, language
and cognitive development. The day care centers’ activity plan is organized around
topics or themes designed to provide a variety of actions. A weekly activity plan and
a resource book that includes themes and recommended concepts and learning
experiences to guide the teachers.”

4. Needs assessment regarding the in-service training for the existing teachers at
day care centers should be undertaken by the concerned offices under the
DepEd. With the PNU as the NCTE, it serves as one of the partners of the DepEd
in conducting training programs to enhance the competencies of pre-school
teachers.

5. The PNU Department of Early Childhood Education should conduct regular off-
campus or field study program at different barangay day care centers to acquaint
students with the multiple roles performed by day care center teachers as well as
help them form insights into their future job.

References

Adams, Dorothy (2008) \“The Value of Preschool Education” as cited in

http://www.helium.com/

DSWD, NGO Partners Set UP PeN Project for kids, February 2009 as cited in
www.dswd.gov.ph

Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)

11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net 326
Executive Order No. 685 January 10, 2008 EXPANDING THE PRESCHOOL COVERAGE TO
INCLUDE CHILDRN ENROLLED IN DAY CARE CENTERS

Favenir, Elisa V. (2002) “ Barangay Day Care Services: Their Contribution to Child and
Community Development” as cited tin
http://naga.gov.ph/library/thesis/unc/favenir.html

Ocampo, Dina Joana (1996) “Development of An Early Reading Program for Day Care
Center in Urban Poor Communities in the Philippines” as cited in as cited in
http://www.literacyonline.org

Panluis, J. “Day Care Workers” January 6, 2009 as cited in www.journal.com.ph

Philippine Performance Towards Achievement of EFA (2000) as cited in
www.dswd.gov.ph

Presidential Decree 1567 of 1978 or the Barangay Day Care Law

Public Relations and Information Department, House of Representative “House

approves the incorporation of preschool education into basiceducation” 06
January 2009

REPUBLIC ACT No. 6972 July 23, 1990 AN ACT ESTABLISHING A DAY CARE CENTER IN
EVERY BARANGAY, INSTITUTING THEREIN TOTAL DEVELOPMENT AND
PROTECTION OF CHILDREN PROGRAM, APPROPRIATIN FUNDS THEREON, AND
FOR OTHER PURPOSES

REPUBLIC ACT No. 8980 December 05, 2000 AN ACT PROMULGATING A

COMPREHENSIVE POLICY AND A NATIONAL SYSTEM FOR EARLY CHILDHOOD
CARE AND DEVELOPMENT (ECCD), PROVIDING FUNDS THEREFOR AND FOR
OTHER PURPOSES

Santos-Laurel, Raylan (1988), Areas of Concern in Preschool Education in the National

Capital Region: Policy Implications, Unpublished Master’s Thesis, UP Diliman

Santos, Natividad (1990) A State of the Art in Preschool in the Philippines: Implications
for Teacher Education, Unpublished Research, UP Office of Research
Coordination, Project No. 08806

Senate Bill No. 2200 Introduced by Senator Madrigal AN ACTGRANTING THE MAGNA
CARTA FOR DAY CARE WORKERS, PROVIDING FUNDS THEREFOR, AND FOR
OTHER PURPOSES

Senate Bill No. 2306 Introduced by Senator Manny Villar. AN ACT GRANTING THE
MAGNA CARTA FOR DAY CARE WORKERS, PROVIDING FUNDS THEREFOR AND
FOR OTHER PURPOSES

UNESCO (2006) “Country Profile prepared for the Education for All Global Monitoring
Report 2007 Strong Foundations: Early Childhood Care and Education” Accessed
on-line at: http://unesdoc.unesco.org/images/0014/001472/147225e.pdf
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net 327