ECCD

The 2013 Early Year Act (EYA) or the RA 10410 is considered a revolutionary measure to address young children’s childcare and educational needs (House of Representatives and the Senate, 2013). This law recognizes that the ages of zero to 8 years of children are the first crucial stage of academic growth and have been given the utmost prominence. In addition, it reiterates the Presidential Decree (PD) 603, issued in 1974, which states that children are one of the nation’s most important assets. Each effort should be made to promote their whole well-being and improve the prospects for a productive and happy life.

Shonkoff and Richmond (2009) stressed that the early years of life are critical because what
happens in early childhood can matter for a lifetime. This means that it is paramount for qualified teachers to provide quality childcare, development, and learning among children. The performance and quality in education as well depend largely on the teachers’ wholistic knowledge and skills. Therefore, having access to early childhood care and development will require ensuring quality services, especially from the educators. This can only occur if all early educators, including the assistance of the children’s parents and caregivers, have basic requirements and meet their standards and competencies.

In the Philippines, teaching practice is regulated by RA No. 7836, “The Law on the Strengthening of the Regulation and the Supervision of the Practice of Teaching and the Prescribing of a Licensure Examination for Teachers,” also known as the Philippine Teachers Professionalization Act of 1994. This act advocates that nobody shall be permitted to teach or practice as a professor in any educational context unless one has a valid certification and a valid professional license that was obtained and granted by the concerned agency. In addition, the law necessitates that all educators, regardless of the educational level they will handle, undergo several necessary and appropriate training to be equipped with content and
knowledge and upgrade their pedagogical knowledge.

As a portal to rural education, CARE identifies and implements programs, projects, and activities so that the rural population can have an equal opportunity to access knowledge. The sustainability of implementing these projects and programs is done through strong linkages, collaborations, partnerships, and agreements with local, national, and international private and public agencies. In this regard, a strong collaboration with the PSWDO and respective MSWDOs must be forged to address the content
knowledge and pedagogical needs of the ECCD workers of Southern Leyte. Figure 1 below shows the Training Framework (ECCD Council, 2017) for the conduct of technical assistance among ECCD workers. The interconnectedness of the seven (7) domains and training is apparently shown in this framework. The design is divided into three (3) layers. At the outer layer are the seven (7) domains, such as the a) Child Growth, Development, and Learning; b) Health, Nutrition, Safety, and Well-being; c) Curriculum; d) Learning Environment and Experiences; e) Assessment and Reporting; f) Family Involvement and Community Linkages, and g) Personal and Professional Development.