ABSTRACT
This qualitative study using phenomenological research design aimed to determine the educational materials used, practices, and support-teachers received of day care teaching in the island schools as bases for policy recommendation. Based on the findings of the study, daycare teachers in the island schools utilized visual aids such as story books and pictures to teach their learners. They also utilized localized materials to engage learners in the teaching and learning process. The result revealed that day care teachers in island schools are resourceful in finding available resources in their locality. As facilitators of learning, day care teachers exposed learners to outdoor activities and employed interactive activities to stimulate learning. The local government of Concepcion supported day care teachers through giving them honoraria, helping them in the construction and repair of classrooms, and supporting them in the supplemental feeding program. The local community also helped day care teachers in cleaning the surroundings of the school and in preparing of food for the feeding program.
Keywords: Day Care Teaching, Practices, Support, Island Schools, Phenomenology
INTRODUCTION
Day care teaching in island schools presents unique challenges and opportunities due to geographical isolation, limited resources, and cultural diversity. Island communities often struggle with access to quality early childhood education (ECE) services due to transportation, insufficient infrastructure, and teacher shortages. Despite these challenges, island day care centers play a crucial role in providing foundational education, socialization, and early cognitive development. Teachers in these settings often adapt their instructional approaches to multi-grade classrooms, language diversity, and limited educational materials. Community involvement is essential, as parents and local organizations frequently support day care programs through volunteer works and fundraising efforts (UNICEF Philippines, 2019)
Education in this early childhood stage, particularly in pre-kindergarten, is crucial in children’s development. They grow at their own pace, but early support helps them learn and reach their full potential. Students with high quality early childhood experiences have better intellectual, social, and behavioral development of children (Markowitz et al., 2018).
One vital factor that contributes to the children’s success is the teacher’s role. Day care teachers are now expected to become curriculum specialists, and program managers to provide carefully planned curriculum. Hence, teachers’ interaction with their learners or “lived experiences” holds a significant part in building a high-quality early childhood curriculum (Lagata S., 2021).
Day care teachers in island schools operate in unique educational environments characterized by geographical isolation and limited resources. These schools often face challenges such as inadequate access to educational materials, limited infrastructure, and reduced professional development opportunities (PIDS, 2020). The isolation of island communities necessitates creative and adaptive teaching practices to meet the needs of young learners effectively (Magsino R., & Ramos S., 2020).
Teachers in these settings frequently draw upon local cultural elements and community resources to enrich their pedagogical approaches, integrating indigenous languages, traditions, and community values into their curriculum (Luo et al., 2020). The small size of island schools fosters close relationships among educators, students, and families, which can enhance the effectiveness of teaching and learning (Ebersohn et al., 2017). These practices reflect the resilience and resourcefulness required of educators in remote environments and highlight the significance of context in shaping educational experiences.
However, Early Childhood Education teachers in the island schools in the District of Concepcion face several challenges due to the implementation of the curriculum. These include the lack of educational facilities, inadequate funding, and issues with teacher training and qualification. Inclusive education also poses challenges, such as time consumption, lack of manpower, lack of training and knowledge, and limited resources (Dockett S., & Perry B., 2017). The COVID-19 pandemic has further exacerbated the challenges, with teachers experiencing difficulties in time management, pedagogical demands, economic and financial demands, and learning environment (Bassok D. et al., 2020). Additionally, the geographic character and socio-political history of the Philippines have impacted the task of educating the masses, with the establishment of preschool classes in the public sector being attached to regular public schools (Department of Education, 2021).
Thus, because of these challenges and struggles faced by the day care teachers in the island schools, the researcher conducted the study to gather information on the day care teaching in island schools, educational materials, practices, and support as bases for policy recommendation. The study also highlighted the critical role of local support in the educative practices that may give insights on how such practices contribute to early childhood education in an isolated setting (Baconguis R., 2021). Results of the study were used as bases for policy recommendation which may help improve and give deeper understanding on how day care teachers cope with all the challenges.
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