Competency in Visual Pedagogy Among Child Development Workers and Its Associated Factors: Input to a Training Program

This study was conducted among 117 Child Development Workers (CDWs), Specifically, it aimed to (1) examine the profile of the CDWs, (2) determine their competencies in visual pedagogy, and (3) develop a professional extension program to enhance child education. Findings revealed that 44 CDWs were college graduates, 36 had reached college level, and 35 were high school graduates. However, instructional resources were lacking, as 83% of materials were unavailable; only two child centers were fully functional, while 48 used barangay halls as makeshift child development centers. In terms of visual pedagogical competence CDWs were rated at the Developing level, indicating poor competency for effective teaching and the urgent need for training. Out of 117 CDWs closely assessed, 15 perceived themselves more as nannies rather than as second parents or teachers. Furthermore, 71% were unaware of the child developmental process, and 75% considered profiling of children’s activities optional. Only 20% could satisfactorily develop a curriculum, while 60% were beginners and 15% had no knowledge at all. Regarding child guidance, 5 for every 22 utilized child profiles to support developmental monitoring. The results of the Chi-square test indicate that employment status, benefits and privileges, accreditation, and provision of access have a significant association with the competency of child development workers with educational attainment shows no significant association at (p = 0.084). As a response, the TALAW Professional Training Program was developed providing CDWs new ideas, practices, and knowledge in child development. The study concludes that the majority of CDWs lack pedagogical competencies and demonstrate weak stakeholder partnerships in child education. Critical areas such as understanding child development and learning, curriculum planning and development, and child profiling must be addressed. Hence, the training program was designed to enhance CDWs’ competencies, ensure the holistic development of children, and provide a learning guide aligned with the revised DSWD Manual for Daycare Workers.