Training Needs Assessment among Early Childhood Care and Development (ECCD) Service Providers: A Basis for Professional Educational Program

Quality Early Childhood Care and Development (ECCD) lays the groundwork for lifelong learning, and ECCD providers usually face professional training and capacity-building issues. This research evaluated the competencies and determined the professional development needs of ECCD providers in Malolos, Bulacan, Philippines, and to inform the development of specific training programs. A convergent parallel mixed-methods design was implemented involving 53 female daycare workers and teachers. Quantitative data on planning, teaching, classroom management, and assessment were collected using a validated self-assessment questionnaire. Qualitative information was gathered through online Focus Group Discussions (FGDs) on providers’ experiences, challenges, and professional development interests. Findings revealed moderate self-perceived competence in general, with relative strengths in classroom management and learner interaction, probably developed through experiential learning. However, there were wide gaps in formal assessment methods, lesson planning, and curriculum modification for young learners. Further, the study revealed the need for ECCD service providers to exhibit experiential strengths and need organized, competency-based professional development to meet national ECCD standards. Recommendations emphasize the need for training programs focusing on applied learning, collaboration, and targeted skill-building, specifically in assessment and inclusive curriculum design, to enhance service quality and child development outcomes.