Asia Pacific Journal of Multidisciplinary Research | Vol. 2, No. 1 | February 2014 _____________________________________________________________________________________________ 194 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Delivery of Services of Day Care Workers In Sta. Maria, Laguna ROLANDO R. CRUZADA, JR. rockycruzada@yahoo.com College of Arts and Sciences, Laguna State Polytechnic University Siniloan Campus, Siniloan, Laguna PHIILIPPINES Abstract - This study focused on the determination of the delivery of services of day care workers in the municipality of Sta. Maria, Province of Laguna during the first semester of school year 2012-2013. Descriptive research was used in this study. Among the key findings were that Day Care Workers with respect to interactional relationship accomplished the functions with outstanding adequacy such as constantly giving feedback and praises on the performance of children, along with workers and parents coordination and cooperation, with verbal interpretation of Always Observe. In terms of instructional quality both group of respondents perceived that day care workers in-charge had adequate abilities and competencies concerning their education and trainings in connection with teaching small children with verbal interpretation of Always Observe. The parents had confidence to the day care workers in-charge of their children aside from regularly consulting the day care workers about their children’s progress with verbal interpretation of Always Observe. There were only 871 households who availed of the services of day care centers in which 27 workers were employed and each of them assigned to handle an average of 33 children. Notable along with other findings was the day care workers and parents had the same perception as to the extent of services provided by the Day Care Center with respect to interactional relationship, instructional quality and parental participation. Subsequently the study ensued with these five factual remarks: Children’s interactions with parents in the centers were the direct mechanisms through which children learn. The educational qualification and the capability of the day care workers to handle small children were the primary essentials in children’s learning. Parents’ participation in the day care centers premises brought harmonious relationship between the Day Care Workers and children as well. The capacity of day care worker with reference to number of pupils affected the qualities of children’s learning inside the classroom. Parents and Day Care Workers relationship was the key for children’s progression inside the classroom. Keywords: Early Childhood Education, Day Care Workers, Interactional Relationship, Instructional Quality, Parental Participation I. INTRODUCTION Child development is a multi-dimensional process that includes a psychomotor dimension (the ability to move and coordinate bodily movement); a cognitive dimension (the ability to think and reason); an emotional dimension (the ability to feel and build self-confidence); and a social dimension (the ability to establish bonds and relationships to others). These dimensions are interrelated and should be approached in an integrated fashion. As cited by Schneider et al. (2009), all children develop according to a general sequence or schema, but the speed and quality of this process varies from child to child and from culture to culture. United Nation Educational, Scientific and Cultural Organization (UNESCO) defined early childhood as the time from birth to age 8. This is generally divided into two groups: 0-3 and 3-6/8. For UNESCO, Early Childhood Care and Education (ECCE) should be holistic and relevant, involving the development of the whole body. This concept encompasses everything from a child’s health, nutrition and hygiene to cognitive skills and social, emotional development. For these reasons, UNESCO (2007) cited that it is safe to say that “the provision of good-quality early childhood care and support is essential for all children, but particularly important for the poor and vulnerable, to compensate for disadvantage.” As an economist, and 2000 Nobel Prize laureate, James Heckman in UNESCO (2007) observes, investing in early childhood, notably in the most vulnerable for young children “is a rare public policy initiative that promotes fairness and social justice.” At present, many children begin their schooling at early age. Parents believe that children are never too young to learn and thus, should be sent to school. Furthermore, parents tend to be anxious for their children to have a head start over other children in cognitive skills of language and math as well as other basic knowledge and skills. This may probably be one of the reasons why the number of preparatory schools is growing each year. Pre-school is always a prerogative of parents. In July 26, 2004, President Gloria Macapagal-Arroyo in her State of the Nation’s address declared that “We need to start early and we need to maintain the highest educational standards. I ask Congress to legislate an extra year of studies not by adding a fifth year of high school but by standardizing what is taught in the Barangay Day Care Centers.” As a result of this proclamation, the National Pre-School Education Program was conceived. The program aims to ensure that all 5-year old children have access to quality pre-school education. Specifically, it aims to expand access and coverage to all five year old children, initially focusing on the poorest and disadvantaged; and upgrading the quality of pre-school