STANDARDS AND GUIDELINES

FOR CENTER-BASED
EARLY CHILDHOOD PROGRAMS
FOR 0 TO 4 YEARS OLD FILIPINO CHILDREN

ECCD Council
Pasig City
September 2015

Approved on September 10, 2015

During the 25th Governing Board Meeting
 CONTENTS

FOREWORD 1 INTRODUCTION 2

AREAS

I. HEALTH, NUTRITION, AND SAFETY 3 V. CURRICULUM, INSTRUCTION 25

AND ASSESSMENT

II. PHYSICAL ENVIRONMENT AND SAFETY 11 VI. FAMILY INVOLVEMENT AND 31

COMMUNITY LINKAGES

III. INTERACTION AND RELATIONSHIPS 17 VII. LEADERSHIP, PROGRAM 35

BETWEEN STAFF AND CHILDREN, MANAGEMENT AND SUPPORT
AMONG CHILDREN AND OTHER ADULTS

IV. STAFF QUALIFICATIONS, STAFF 21 VIII. REGISTRATION, EVALUATION AND 41

DEVELOPMENT AND CONTINUING GRANTING OF PERMIT AND
EDUCATION RECOGNITION

APPENDICES

A. GLOSSARY 45 B. PARTICIPANTS IN THE DEVELOPMENT, 48

VALIDATION AND FINALIZATION OF
THE STANDARDS AND GUIDELINES
 FOREWORD

The Standards and Guidelines for Center-Based Early Childhood Programs for 0 to 4 Years Old
Filipino Children is a mechanism to ensure that young children are provided access to quality
services in health, nutrition and early learning in a safe and inclusive environment. These services
are predictive of success in school, in employment and in family life. Thus, institutions and service
providers must have a guide book that shepherd them in their investment on this critical stage of
human development.

This document is a product of research, workshops, validation and discussions from the triad of
experienced people in ECCD: the policy makers, the expert-professors and the field implementers
from Luzon, Visayas, and Mindanao. Their invaluable contribution to this document and their
assurance to advocate for its implementation are much appreciated.

The members of the ECCD Governing Board headed by Secretary Br. Armin A. Luistro FSC have
equally shared their expertise in reviewing and making recommendations for the final copy to
guarantee that the young Filipino children will get the best early education along with health and
nutrition services they deserve. Their commitment to this initiative is deemed very important.

The implementation of these Standards and Guidelines has just begun an exciting journey but it
promises to be an instrument for the transformation of quality services in early childhood care,
development and education.

TERESITA G. INCIONG, Ph.D., D.P. M.

Vice-Chairperson and Executive Director
ECCD Council, Pasig City

1
 INTRODUCTION

The Standards and Guidelines for Center-Based Early Childhood Programs for 0 to 4 Years Old
Filipino Children are anchored on Republic Act No. 10410 or “The Early Years Act of 2013”. Section
3, cites two Objectives of the National ECCD System that support the development of this
document which are: (f) To upgrade and update the capabilities of service providers and their
supervisors to comply with quality standards for various ECCD programs, and (i) To improve the
quality standards of public and private ECCD programs through, but not limited to, a registration
and credential system for ECCD service providers and facilities.

The development process of these Standards started through a consultative workshop attended by
twenty-two (22) participants that included representatives of the ECCD Governing Board, selected
City/Municipal Social Welfare and Development Officers and Focal Persons in ECCD, Directors of
private Child Development Centers, and the ECCD Council Secretariat staff. To ensure that these
Standards respond to the ongoing development and improvement of center-based early childhood
programs for children, ages zero (0) to four (4) years, the participants shared their experiences on
the policies implemented in the areas of health, nutrition, early learning, and social services for
young children. Likewise, they also reviewed existing local and foreign program standards and
learning guidelines for pre-kindergarten and kindergarten levels.

The output of the workshop or the First Draft was validated by forty-nine (49) participants from
Luzon, Visayas and Mindanao composed of supervisors and practitioners of early childhood
programs from public and private Child Development Centers/Learning Centers/Day Care Centers
and the experts from the academe considering the criteria on relevance, sufficiency and clarity of
language used. Based on the feedback, study grids were created summarizing the common
comments and suggestions to develop the Second Draft. The Second Draft was reviewed by the
three Members of the ECCD Governing Board (Department of Education, Department of Social
Welfare and Development, National Nutrition Council) and the ECCD Council Secretariat. Each of
these offices provided specific comments which guided the finalization of this document.

These Program Standards and Guidelines do not list down requirements but provide a set of
recommended practices for Centers to use as they strive for excellence in providing their programs.
This document is intended to provide guidance by delineating quality and providing a set of
indicators that concretely describe what a program will look like when quality services for early care
and education for children, birth through age four (4) are offered by public and private Child
Development Centers/Learning Centers.

Quality early education helps prepare young children for success in school and later in life. Early
learning experiences that help build social and emotional skills, and the ability to keep learning have
current and future social and economic benefits for everyone - children, families, communities and
the country as a whole.

These Standards and Guidelines are also intended as reference in the development of the
Guidelines on Registration and Granting of Permit and Recognition to Public and Private Child
Development Centers/Learning Centers.

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 AREA I:

HEALTH, NUTRITION
AND SAFETY

3
Standard:

The program promotes health, nutrition, and safety of infants, toddlers and young children through
the education of the Center staff and parents who are responsible for the implementation of health,
nutrition, and safety practices, and the prevention and protection of children from illnesses and
injuries.

Guidelines:

A. HEALTH AND NUTRITION SERVICES for infants, toddlers and young children are made
available in coordination with the Barangay Health Center/Rural Health Unit Physician, Midwife,
Dentist, and the Barangay Health Worker/Barangay Nutrition Scholar or by a private licensed
physician/nurse and dentist. The CDC/LC ensures that each child has access to a thorough health
and nutritional status assessment using age-appropriate screening of the developmental milestones
to include but not limited to vision, hearing, and oral health needs.

1. A written health record is maintained for each child as part of his/her individual record and
considered by the staff in the Center’s activities. The record includes but not limited to:

1.1 Record on the results of the health and nutritional status assessment by a
physician/ health worker,
1.2 Record of immunization,
1.3 Pertinent health history related to allergies or chronic conditions,
1.4 Log of medications, injury reports, and health observations conducted by health
professionals, and
1.5 Physician’s written orders or prescriptions.

2. Infants, toddlers and young children are referred by the CDC/LC staff to an accessible Local
Government Unit (LGU) health facility or private health clinic for the provision of the following
health and nutrition services which may include but not limited to:

2.1 Vaccines under the Expanded Program on Immunization

2.2 (EPI) as mandated by the Department of Health,
2.3 Information and support on exclusive breastfeeding, complementary feeding
with continued breastfeeding and proper nutrition,
2.4 Micronutrient supplementation (Vitamin A, Micronutrient Powder and Iron),
2.5 Deworming,

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 2.6 Oral health care, and
2.7 Growth monitoring and promotion (measurement of weight, height/length).

3. The CDC/LC may serve as a venue for the provision of the above health and nutrition services
and may invite health care providers from government or private health facilities to administer
the same.

4. The Center has a plan for the care of a sick child.

4.1. The Center has a written protocol for the care of mildly ill children, including but
not limited to meeting individual needs for food, drink, rest, and comfort.
4.2. Sick children manifesting fever and rash shall be isolated from the rest of the
learners, and immediately sent home.
4.3. The Center staff refer the sick child to the nearest health facility for further
assessment and urgent care, if needed, while waiting to be fetched by his/her
parent. In the process, the Center staff notify the parents immediately.
4.4. The Center staff obtain from the parent the information of the child’s medical
condition upon assessment of a physician.
4.5. The Center has exclusion policies for serious illnesses and contagious
diseases like colds, cough, flu, mumps, measles, etc. in conformance with
regulations and recommendations of the Dept. of Health.
4.6. The Center Staff who become ill with contagious diseases are excused from
contact with children as quickly as possible.
4.7. The parent must present a medical certificate/clearance from a public/private
physician upon return of the child to the CDC/LC.

5. The Center ensures that all appropriate actions will be taken so that health and nutrition
requirements of young children including those with special needs and/or disabilities are met.

5.1. The Center has a written protocol for the care of malnourished children
(underweight, stunted and wasted) and including but not limited to meeting
individual needs, until such time that the children may be able to recover or get
back to a normal status.

5.2. Parents are to be provided with information and education on how to best
contribute in addressing cases of underweight, stunting, and wasting.

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B. The Center provides FOOD, NUTRITION AND DIETARY SERVICES that promote proper
NUTRITION and HEALTHY EATING HABITS of young children that conform with the
Updated Nutritional Guidelines for Filipinos.

6. The Center informs parents of the nutritious foods that will be served to their young children.

7. Written menu information for the food preparation is posted in visible areas, kept on file and is
provided to parents.

8. Food and beverages are stored, prepared and served in a manner that ensures that these are
free from spoilage and safe for eating.

9. The variety of foods served to young children enhance healthy eating habits and behavior and
broadens the child’s food experiences.

9.1. Food service in the Center meets individual needs and the nutritional
requirements of young children.
9.2. Foods that are high in fat, sugar and salt are not served to reduce future
lifestyle-related problems in adulthood e.g. hypertension, cardiovascular
disease, diabetes, obesity and dental carries.
9.3. Staff members are informed by parents in writing of any special dietary and
feeding needs, food allergies, and vitamin supplements and are fed in
accordance with parental or physician orders.
9.4. No young child is denied a meal/snack for any reason other than a written
medical direction.
9.5. Foods are served in a relaxed social atmosphere that models proper eating
habits.
9.6. Sufficient time is allowed for each young child to eat.
9.7. Young children are encouraged to consume food according to their individual
capacity; unfinished food should be brought home to reduce food wastage.
9.8. Meals and snack time are social interaction activities and provide learning
experiences on proper eating habits to young children.
9.9. Young children are encouraged without coercion or negative consequences to
eat a well-balanced diet, and food is not used as a reward or punishment.

10. Opportunities are provided for young children to be involved in activities related to the
preparation and serving of meals and staff and these children are encouraged to eat together.

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C. The Center ensures FOOD AND WATER SAFETY AND HYGIENE.

11. The Center promotes and implements proper hand washing practices for children and staff
and hand washing messages are properly displayed in dining and toilet facilities.

12. A source of clean and sanitary drinking water is available to young children and if public or
private well is used, the Center provides evidence that the water source has been inspected
and approved by the authorized agency.

13. Foods are properly prepared in a clean facility, stored in clean covered containers and served
safely and if transported, these should be in appropriate sanitary containers.

14. Non-disposable dishes, bottles, drinking and eating utensils are thoroughly washed and
sanitized before use.

15. All unfinished food products are disposed of properly.

16. All garbage containers used are emptied and cleaned daily and are maintained in sanitary
condition.

D. SUPPLEMENTAL FEEDING PROGRAM in Child Development Centers is made AVAILABLE

to young children.

17. The supplementary feeding program is implemented in coordination with the Local
Government Unit (LGU)/Parents.

18. Meals prepared for supplemental feeding are well-planned and nutritionally balanced.

19. The Center coordinates with the LGU/Parents in promoting the use of locally manufactured
and indigenous foods available in the community for the supplementary feeding.

20. Children on supplemental feeding are provided with experiences that promote proper nutrition
and healthy eating habits.
21. Children are supervised during supplementary feeding by the Center staff with active
participation of parents.

22. Community leaders and LGU/public and private health and nutrition officers, nutrition councils/
committees participate in the preparation and conduct of supplemental feeding programs and in
monitoring and evaluation of nutritional status of children.
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E. The Center implements a CLEAN AND SAFE ENVIRONMENT and an INJURY
PREVENTION program among young children and staff.

23. The Center and its surrounding area maintain a smoke-free environment.

24. Disaster management to include, but not limited to, fire and/or earthquake drills for young
children are provided at least twice a year.

25. The Center implements environmental sanitation and hygiene.

25.1. The whole Center (indoor and outdoor) is cleaned and maintained according to
schedule.
25.2. Trash is stored in segregated (i.e. biodegradable and non- biodegradable)
and covered disposal containers, which are emptied daily.
25.3. All cleaning supplies are stored in a secure place out of reach of children.

26. Major housekeeping and repair activities are conducted when children are not around.

27. The Center has a procedure for reporting injuries, accidents or problems that may occur, which
require rapid response on the part of the staff.

27.1. Individual medical problems and injuries that require medical attention other than
minor first aid are recorded and reported to the parents immediately.
27.2. At least one telephone or cellular phone is made available on the school premises
for this purpose.
27.3. Injury log that includes the name of the child; date, time and location of accident;
description of injury and how it occurred; treatment given and name of the person
who gave the treatment, and names of witnesses.

28. The staff administer basic first aid treatment in cases of slight injuries/bruises.

28.1. A first aid kit is available at all times in the Center and is replenished as often as
necessary.
28.2. There are procedures for injury prevention and management of medical
emergencies during field trips. The Center ensures that a first aid kit and list
of emergency numbers for the children are available on any field trip.

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F. The Center implements a CHILD PROTECTION PROGRAM.

29. Children’s protection is ensured at all times in the Center.

30. The Center facilitates the conduct of child-protection seminars related to child abuse and
neglect, participated by the parents and authorized guardians/caregivers. Written procedures
are available for protecting children against abuse and neglect.
31. Staff receive training regarding policies, procedures, and legal and professional responsibilities
about reporting suspected child abuse/neglect.
32. The Center cooperates in the investigation of child abuse/neglect, including identifying the
parents of currently or previously enrolled children in the Center, disclosure of information to
any authorized person for the investigation of the allegation, and protection of children, if
applicable.

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10
 AREA II:

PHYSICAL ENVIRONMENT
AND SAFETY

11
Standard:

The Child Development Center/Learning Center has outdoor play area and a classroom
environment that are safe and accessible to young children, including those with special needs with
appropriate and sufficient facilities, equipment and learning materials. Its classroom floor area is
conducive to play experiences, exploration and learning with separate areas that are regularly used
for other purposes.

The public CDC is located in a government property and its maintenance and supervision is
ensured by the Local Government Unit/National Government Agency/Government-Owned and
Controlled Corporation.

The private CDC/LC is registered with the Securities and Exchange Commission and has a
business permit from the Mayor’s Office in the city/municipality where it is located and is
maintained and supervised by its Administration.

Guidelines:

A. The OUTDOOR PLAY AREA is safely maintained and encourages play and learning.

1. The Center maintains and has access to an outdoor play area, accessible to young children
including those with special needs. Adequate space is provided with play equipment of
sufficient quantity and variety appropriate to the needs and ages of the young children.

2. The play area is fenced by a non-climbable barrier or contained by natural barriers.

3. The area is free from hazards including but not limited to busy street, poisonous plants, water
hazards, debris, broken glass and dangerous machinery or tools.

4. There are equipment available that encourage active physical play and quiet play activities.

5. All play equipment are constructed and installed to be safe for use by children.

6. Play area and equipment are inspected and regularly maintained in good condition and in good
repair.

7. Play area is clearly visible to staff members at all times.

8. Staff check children’s clothing to be sure it is appropriate for playground safety.

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9. There is a shaded area or protection from direct sunlight in the outdoor play area.

10. Pathways are clear for emergency evacuation and accessible to individuals.

B. The CENTER ENVIRONMENT is safely maintained and encourages play and learning.

11. The classroom environment is safe, clean and maintained free from pests.

12. There is an adequate space for classroom activities exclusive of cabinets, lockers,
bathrooms, closets and areas regularly used for other purposes.

13. All areas are well lighted and ventilated.

14. Bulletin boards have the updated content that match with the calendar of activities and other
important announcements

15. Floors are clean, nonslippery, smooth, and free from cracks, splinters, and sharp and protruding
objects and other safety hazards.

16. Windows and doors are constructed, adapted or adjusted to prevent injury to children.

16.1. Doors for entry and exit can be opened inward and outward but not swinging.
16.2. Ceiling and walls are maintained in good repair and walls are free from toxic
materials.

17. All hazardous materials and substance are kept out of children.

18. The classroom has a well stocked First Aid Kit to respond effectively to common injuries.

19. All containers are labeled with contents especially when not in their original containers in
order to facilitate the identification of substances.

20. All classroom electrical cords and unused electrical outlets are covered for children’s safety.

21. Equipment or materials for fire prevention and management (e.g. fire extinguishers, bags of
sand, covered pails of water) are available.

22. Flammable materials, if there are any, are stored separately from the Center.

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C. There is a defined CLASSROOM ARRANGEMENT that offers appropriate play and
storage areas.

23. Indoor play areas are defined clearly by spatial arrangement.

23.1 Space is subdivided into areas so that young children can play individually,
together and in small groups and in a group, and to accommodate the variety of
activities contained in the curriculum.

24. Manipulative learning materials for play area are accessible to children.

D. There is a variety of CONTENTS (Facilities, Equipment and Instructional Materials) that

are safely maintained.

25. The Center uses materials/toys that are appropriate to children’s age and stage of development
that reflect a wide variety of family background.

26. The Center provides an adequate variety of play/manipulative learning materials/educational

toys, furniture, and equipment for the size of the group, categorized as follows:

26.1 Furniture, Fixtures & Other Accessories that are expected to make the learning
space comfortable and attractive to children while assuring their safety and
protection.
26.2 Age-appropriate Story Books, Posters and Audio-Video Materials that promote
independent learning.
26.3 Musical Instruments to introduce young children to sounds and encourage them to
sing, hum or whistle to themselves; to see patterns in music and nature, to be
sensitive to environmental sounds as well as to human voice.
26.4 Arts and Crafts to stimulate children’s curiosity towards the development of their
own artistic and creative ability.
26.5 Hygiene, Toilet and Hand washing facilities for teaching and learning proper
hygiene and cleanliness so children could experience the development of health
habits through demonstration.

• Access to safe clean water for drinking, hand washing and tooth brushing inside
or within the Center,
• Availability of water for flushing of toilet and general use inside or within the
premises of the Center

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 • Group hand washing facilities that can accommodate at least five (5) children at
a time with proper roofing and safe access if outside the Center, and
• Proper drainage for waste water.

27. The contents are of sufficient quantity for the number of children enrolled at anytime, and are
arranged to promote independent use.

28. The contents that require teachers’ supervision are stored out of the young children’s reach.

29. All furniture and fixtures, equipment, and learning materials are clean and safe and in workable
condition and are not hazardous to young children.

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16
 AREA III:

INTERACTIONS AND
RELATIONSHIPS BETWEEN STAFF
AND CHILDREN, AMONG YOUNG
CHILDREN AND OTHER ADULTS

17
Standard:

The Child Development Center (CDC)/Learning Center (LC) contributes positive interactions and
relationships among children and other adults to develop each child’s potential and a sense of
individual value and belonging as part of the community and to become a responsible community
member.

Guidelines:

A. There are opportunities for PEER INTERACTIONS and RELATIONSHIPS.

1. Young children are given opportunities to choose and interact with a variety of materials
and activities in which they can play independently or with other peers, with or without the
supervision of the teacher/Child Development Specialist or other staff members.

2. Children are comfortable, relaxed, and happy while busily involved in playing with peers, with
the materials and/or engaged in other activities and self-help tasks.

B. There are POSITIVE STAFF and CHILD INTERACTIONS

and RELATIONSHIPS.

3. The staff greet young children and parents warmly in a friendly, courteous manner.

4. The staff assist and encourage cooperation and responsible behaviors among children.

5. The staff encourage children to delve into activities, share experiences, ideas and feelings
and assist them in dealing with their emotions such as anger, sadness and frustration, by
comforting and helping them to solve their problems.

6. The staff meaningfully interact and talk with young children using their mother tongue, and are
responsive to their individual and special needs, temperaments, learning styles, and interests.

C. STAFF interact FAIRLY and EQUITABLY with young

children and adults.

7. The staff treat young children and adults with equal respect, regardless of gender, race, age,
language, religion, culture and family background.

8. The staff provide all children including those with special needs with equal opportunities to

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 take part in their activities to be able to interact according to their capabilities.

D. STAFF nurture young children’s INDEPENDENCE and COMPETENCE.

9. The staff provide opportunities for children to develop self-help, problem-solving, and decision-
making skills such as dressing and undressing, personal hygiene, and using eating utensils
appropriately with adjustment for children with special needs, fine and motor skills, cognitive,
aesthetic arts and language development.

E. Children’s BEHAVIOR is managed in a positive manner.

10. The program has written statements defining the rules, policies, and procedures for the
behavior management of 3- to 4- year old children directed to the goal of maximizing their
growth and development, and protecting the group and individuals within it.

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20
 AREA IV:

STAFF QUALIFICATIONS,
STAFF DEVELOPMENT AND
CONTINUING EDUCATION

21
Standard:

The program employs and support teaching and non-teaching staff who possess the required
education qualifications and essential knowledge, and imbued with desirable values. The
management provides the continuing professional development to promote young children’s
learning and development and support family’s diverse needs.

Guidelines:

A. There are common REQUIREMENTS for CHILD DEVELOPMENT TEACHERS (CDTs)/

WORKERS (CDWs), TEACHER AIDES and ADMINISTRATIVE STAFF.

1. The program ensures that qualified staff are hired for any position available in the Center.

1.1The Child Development Teacher has:

a) A Bachelor’s Degree in Childhood Education or Elementary Education

preferably with Specialization on Early Childhood or any degree related to
Education like Bachelor’s degree in Psychology, Child Study, Family Life
and Child Development, among others;
b) Attended basic trainings or seminars related to Early Childhood Care and
Development (ECCD) or Early Childhood Education (ECE);
c) Skills on community mobilization and effective oral communication, and
preferably one who is computer literate;
d) Experienced working with children;
e) Demonstrated love for children; and
f) A Barangay Certificate/NBI Clearance with three (3) Character References.

1.2 The Child Development Worker has:

a) A Bachelor’s Degree in any field;

b) Completed basic trainings or seminars related to Early Childhood Care and
Development or Early Childhood Education (ECE);
c) Skills on community mobilization and effective oral communication;
d) Experienced working with children;
e) Demonstrated love for children; and
f) A Barangay Certificate/NBI Clearance with three (3) Character References.

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 1.3 The Teacher Aide has:

a) At least completed the Secondary level;

b) Orientations related to health, nutrition, early education, social services and
other related topics;
c) Experienced working with children;
d) Demonstrated love for children; and
e) A Barangay Certificate/NBI Clearance with three (3) Character References.

1.4 The Center Focal Person/ Administrator/Director/Principal has:

a) A minimum one year classroom experience or relevant experience;

b) Bachelor’s degree units in the Master’s program on administration/
management/ supervision; and
c) Computer Literacy skills.

1.5 Other Administrative staff meet required educational qualifications of their position.

2. The other important requirements for the staff are as follows:

2.1 They should preferably be between 18 to 45 years of age and/or have the
necessary/required physical stamina to attend to early learners;
2.2 Have good physical and stable emotional condition; and
2.3 Have good moral character.

3. The program is in compliance with the requirements for volunteers and student interns.

3.1 Volunteers and student interns are chosen for their ability to meet the needs of the
young children in care and are provided with appropriate orientation, training, and
supervision.
3.2 The program has a written description of any arrangement with the specific
responsibilities of the volunteers, and with a school or college in the case of student
interns.

B. Staff development provides opportunities for PROFESSIONAL GROWTH and

CONTINUING EDUCATION.

4. The Child Development Teachers/Workers are given orientation on the operations and
guidelines of the CDC/LC.

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5. There is regular and continuous training program based on training needs assessment that
provides CDTs/CDWs opportunities to enhance their skills and strengthen their values that
include but not limited to:

5.1. working with children and families with diverse and with special needs;
5.2. conducting assessment and appropriate intervention for children’s progress;
5.3. mentorship of parents on care and education of young children;
5.4. current trends and strategies on early childhood education; and
5.5. laws on child protection and development.

6. Management provides opportunities to CDTs/CDWs professional and personal growth in a

variety of modes (e.g. enrolment in colleges, online training, special courses, etc.) and through
mentoring, classroom observations, and visits to Early Childhood Education programs and
attendance at workshops, conferences, among others and documentation on these are kept on
file.

7. Child Development Teachers/Workers have initiatives to pursue further studies to improve their
own skills in providing quality education to the young children under their care.

C. There is a SYSTEM of PERSONNEL APPRAISAL and PROVISION of INCENTIVES for

Excellent Performance.

8. There is a regular performance appraisal conducted by the supervisor that follows a standard
procedure:

8.1. Planning with the staff for the implementation of the curriculum;
8.2. Quarterly meetings or observations of actual instruction to follow up program
implementation and provide technical assistance; and
8.3. Feedback for improvement of staff performance.

9. There is a rewards mechanism to encourage innovation an excellent performance.

10. There are opportunities for advancement in position and compensation.

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 AREA V:

CURRICULUM, INSTRUCTION
AND ASSESSMENT

25
Standard:

The Center implements a curriculum that is anchored on the National Early Learning Framework
(NELF), and is consistent with the Early Learning Development Standards (ELDS) validated for
Filipino children. The curriculum manifests developmentally appropriate practices which have a
component of systematic assessment that provides information on children’s development and
learning that is used to plan for and modify the instructional program.

Guidelines:

A. Curriculum is carefully PLANNED to appropriately respond to the DEVELOPMENTAL NEEDS of

every young child in the Center.

1. The curriculum is based on information derived from a variety of sources about children in the
three (3) and four (4) years age group in the six domains: physical health, well-being and motor
development, social-emotional development, character and values development, cognitive and
intellectual development, language development, and creative and aesthetic development

2. Curriculum goals, objectives and activities are based on individual needs and interests of the
young children, allowing for a range of activities that provide them early stimulations for active
involvement in the learning process through play, concrete experiences and exploration of the
environment whether in individual, small group, or whole group settings.

3. The staff discuss the curriculum plan for individual children’s needs offering choices of activities
with parents, and written plans show teacher-initiated and child-initiated activities that are
developmentally appropriate in individual, small group, and whole group settings.

4. Group time and activity center plans indicate adaptations/modifications necessary for
facilitating young children with disabilities or children with special needs to meet their learning
goals and objectives.

B. Curriculum is PLAY-BASED and provides space for a variety of CHILD-INITIATED and

ADULT-FACILITATED learning opportunities.

5. Activityareasareprovidedtoaccommodateandencourageactivities that are congruent with the

curriculum, and are equipped with manipulative and interactive materials and equipment that
are readily accessible to promote concrete and interactive learning, and to encourage peer

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6. Time and space are available for both indoor and outdoor for active physical and motor
activities, quiet play, and play that fosters development of values such as respect, empathy,
care, cooperation,

7. Activity areas are accessible and are adapted to accommodate young children with special
needs.

C. Curriculum develops CONCEPTS and VALUES in Health and Safety, Literacy, Numeracy,
Science, Social Studies, Technology, Creative Expression, and Arts Appreciation.

8. The curriculum integrates concepts that promote healthy life among young children such as but
not limited to water, sanitation, hygiene and safety.

9. Experiences are provided for the development of language and literacy, mathematical and
scientific concepts, self-expression in art, music, movement and dance, dramatic play, and
values formation.

10. Activities are provided to help young children appreciate their own culture and heritage.

D. Instruction is ADJUSTABLE based on the regular assessment of young children. Several

ASSESSMENT METHODS are used to help determine the child’s developmental progress when
planning for instruction including those for children with special needs.

11. Authentic forms of assessment are conducted to all children to identify children’s progress and
development needs.

12. Children are not assessed through paper and pencil tests. Assessment methods used include
teacher observations, information shared by children’s families, anecdotal records, checklists,
rating scales, portfolios that include samples of children’s work, pictures, etc.

13. Data from assessment are used to adapt curriculum activities, practices, routines and settings
to meet the needs of young children.

27
E. There is a STRUCTURE that supports instruction of young children.

14. The daily schedule provides a balance in the conduct of the following: indoor and outdoor
activities for small and large muscle development and coordination; quiet and active activities;
individual, small group, or large group activities; and child initiated/staff directed activities.

15. Time or a work period is allotted to every child for free play to enhance creativity and
independence, and to activities that build young children’s interests and in sustaining children’s
initiatives.

16. Materials such as open-ended and sensory materials (e.g. blocks, sand, water, play dough,
manipulatives, and art materials) are provided so that young children can select their own
activities on a free time basis at least one activity period for half day programs for young
children to experiment with.

17. Teacher-directed, large groups, and/or sedentary activities are limited.

F. The daily ROUTINES are flexible but predictable.

18. Routines are tailored to young children’s needs and interests as much as possible.

19. Staff adjust to changes or unexpected situations in a relaxed manner.

20. Young children are not rushed to finish or stop when deeply engaged in an activity.

21. Cues or creative transition techniques such as developmentally appropriate songs, familiar
phrases, or visual cues are regularly used to support smooth transitions between activities.

G. There are QUIET OR REST ACTIVITIES as extended rest period requirements.

22. Young children are allowed the amount of quiet activity, rest, or sleep appropriate to individual
needs, and an appropriate place/activity, and supervision are provided to young children who
do not sleep.

23. Quiet activities include, but not limited to puzzle play, books, listening to music, relaxation,
sleep, or playing with manipulatives.

28
H. There are opportunities for young children to practice SELF- HELP skills.

24. Routine self-help tasks such as toileting, eating, and dressing are handled based on individual
needs in a positive, relaxed, and reassuring environment.

25. Self-help skills are incorporated into the program as opportunities for developing conversation
and playful interaction to bring about children’s learning.

I. The program has the NUMBER OF STAFF necessary to ensure ADEQUATE GROUP
SUPERVISION at all times and to provide INDIVIDUAL INSTRUCTION to promote physical,
social, emotional and cognitive/intellectual development.

26. The program maintains at least a minimum teacher-child ratio of 1:10, however if it reaches the
maximum of 1:25, there is a teacher- aide/assistant/trained parent or trained adult volunteer.

27. For programs of infants and toddlers that involve training parents to care and provide early
learning, a minimum of teacher-parent ratio of 1:5 is maintained with a teacher aide/assistant, if
applicable.

28. There are at a minimum of two adults trained in health care, nutrition and emergency
procedures.

29.There is a written staff schedule which is kept current.

29
30
 AREA VI:

FAMILY INVOLVEMENT AND

COMMUNITY LINKAGES

31
Standard:

The Center promotes harmonious family relationship, and builds a strong collaborative working
relationship with stakeholders towards effective delivery of programs and services.

Guidelines:

A. The Center implements SUPPORTIVE PARTNERSHIP with parents as the PRIMARY

EDUCATORS of their young children. Staff and parents will keep each other WELL
INFORMED about the child’s development and the programs and services implemented.

1. The Center provides clear orientation on the child protection programs and services to the
parents/family/guardian on health, nutrition, early learning, and social services.

2. Written information on delivery of programs and services and policies of the Center are
provided to the parents upon admission of their young children to the Center. There should be
signed agreements with parents in relation to the rules and regulations of the Center.

3. Opportunities are given to parents/authorized guardians/ caregivers to participate on the

following activities to enhance their knowledge and skills in the development of the full
potential of their young children:

3.1. Family Support Program: Parent education or Responsible parenthood, or Family

development sessions (e.g. Parent Effectiveness Services Seminar (PESS),
Empowerment Reaffirmation of Paternal Abilities Training (ERPAT),
reinforcing/promoting positive behavior, alternative discipline);
3.2. Curriculum review and development of instructional materials;
3.3. Children’s assessment on their growth and development; and
3.4. Trainings on First Aid, Disaster Preparedness, PABASA sa Nutrisyon, and Nutrition
in Emergencies.

4. Family members and guardians are given written instructions to attend the following:

4.1 Organization of Child Development Center Parents Organization/Committee

(CDCPO), and
4.2 CDW, Parents and Barangay conduct regular meetings to develop the Center’s
Improvement Plan (CIP) and its implementation, and to evaluate the implemented
activities.

32
5. The Center’s program is sustained through the parents’ active support.

5.1. Ensure the continuity of the significant activities being done in the Center (e.g.
hand washing, tooth brushing etc.),and
5.2. Promote parents/authorized guardians/caregivers to become active volunteers of
the Center and the community.

B. The Center conducts OUTREACH PROGRAM to harness COMMUNITY INVOLVEMENT

and LINKAGES.

6. The Center mobilizes the community during outreach programs and other Center activities.

7. Curricular activities include educational community trips for young children’s exposure to
community facilities and resources to be aware of one’s culture, and environment care,
protection and conservation.

8. The Center links/networks with partners/stakeholders to contribute, develop and sustain

programs that will among others promote safety and protection of young children from abuse
and neglect.

9. The CDC/LC maintains a child-friendly community that promotes safety and protection of
young children from abuse and neglect.

33
34
 AREA VII:

LEADERSHIP, PROGRAM
MANAGEMENT AND SUPPORT

35
Standard:

The program is efficiently and effectively administered and managed by a qualified local CDC/LC
Committee/Board/Office that focuses attention to the needs of the young children, their parents
and staff to promote quality integrated services in health, nutrition, early education and social
services. The Program Focal Person/Administrator/Director/Principal provides leadership and
support to staff and families so that young children have high quality experiences.

Guidelines:

A. The CDC/LC has the evidence for the AUTHORITY to OPERATE.

1. The Public CDC/LC has the evidence of the authority to operate programs under the Local
Government Unit as provided in R.A. 10410 known as the “Early Years Act of 2013.” The
Private CDC/LC maintains documents that fully and completely identify its ownership,
corporations, partnerships, or associations with their officers identified and maintain a file that
includes, where applicable, the charter/partnership agreement/constitution/articles of
organization and by-laws and registered with Securities and Exchange Commission and has a
business permit from the Local Government Unit of the municipality where it is located.

B. The Public CDC has a written THREE-YEAR IMPROVEMENT PLAN and ANNUAL WORK
and FINANCIAL PLAN or its EQUIVALENT for the Private CDC/LC.

2. The Plan is cooperatively prepared by the CDC Committee composed of the City/Municipal
Mayor as the Chairperson, City/Municipal Social Welfare and Development Officer/Focal
Person for ECCD, and the Principal of the nearby elementary school as Vice-Chairpersons, the
Barangay Captain, the Barangay Nutrition Scholar, the Barangay Health Worker, and the Child
Development Teacher/Worker as Members. In the planning, parent representatives are invited.
For the Public, NGA/GOCC, Private CDC/LC, the Administrator/Director/Principal and the
Members of the Board and parent representatives are tasked to prepare this Plan.

3. The Plan contains the Vision, Mission, Goals and Objectives, Activities, Budget Allocation,
Target Date, Persons Involved, and Output Indicators.

4. A Center Report Card/Annual Accomplishment Report that shows the school year’s
achievements and problems met based on the Three-Year Improvement Plan is prepared by the
Child Development Teacher/Worker in consultation with the City/Municipal Social Welfare

36
and Development Officer/Focal Person for ECCD Program for the public CDC and with the
Administrator/Director/Principal for the private CDC/LC and presented to the Committee/Board and
parents at the end of the school year. This Report is the basis for the succeeding school year’s
Annual Work and Financial Plan.

C. The programs of the CDC is ADMINISTERED and MANAGED by the CDC LOCAL COMMITTEE/
OFFICE and SUPERVISED by the CITY/MUNICIPAL SOCIAL WELFARE AND DEVELOPMENT
WORKER/FOCAL PERSON FOR ECCD PROGRAM while the PRIVATE CDC/LC is ADMINISTERED,
MANAGED, and SUPERVISED by its ADMINISTRATOR/ DIRECTOR/PRINCIPAL.

5. The supervisory responsibilities may include but not limited to the following:

5.1 oversee the development and maintenance of the Center and its early childhood
curriculum and programs;
5.2 observe classroom activities and provide feedback to the CDTs/CDWs and other
staff;
5.3 provide family support and education relevant to early learning;
5.4 plan and issue policies needed in the implementation of the curriculum and
program;
5.5 plan and implement staff development programs; and
5.6 support the implementation of the standards and guidelines on
early childhood programs.

6. Records on there results of the supervisory visits are made availableto the Child Development
Teacher/Worker and to the Teacher Aide and shall serve as the bases for the performance
evaluation of the staff.

D. The administration through the Child Development Teacher/Worker has CHILD RECORDS
that are MAINTAINED and KEPT CONFIDENTIAL for each child.

7. Information in the child’s records is not released to individuals without written consent of
parents.

8. Thechild’sparents,uponrequesthaveaccesstothechild’srecord.

9. A child’s parent(s) has the right to add information, comments, data or any relevant material to
the child’s record, if supported by a legal document.

37
E. The program has procedures for REFERRAL.

10. The program has procedures for referring parents to appropriate services for the child and his/
her family including but not limited to dental/medical check-up, vision and/or hearing screening,
kindergarten screening, social, mental health and educational and medical services should the
staff feel that assessment for such additional services would benefit the child.

11. The program provides follow-up to the referral with parental permission, and contacts the
agency or service provider who evaluated the child for consultation and assistance in meeting
the child’s needs.

F. The program follows a process on the recruitment and hiring of the Child Development Teacher/
Worker and Teacher Aide or its equivalent for the Private CDC/LC.

12. A CDT/CDW/Teacher Aide is hired following the process below:

12.1 Initial Meeting between the Local Executive/Mayor and the C/MSWDO/ECCD Focal
Person on the recruitment and hiring of CDT/CDW/Teacher Aide,
12.2 The C/MSWDO/ECCD Focal Person disseminates the information of accepting
applicants for the vacant position.
12.3 Applicants submit required documents (Personal Data Sheet, College Diploma,
Transcript of Records, Results of Physical Examination and Psychological Test) to
the C/MSWDO/ECCD Focal Person,
12.4 C/MSWDO/ECCD Focal Person evaluates submitted documents and determines the
applicants who are qualified,
12.5 C/MSWDO/ECCD Focal Person submits the list of qualified applicants to the Local
Executive/Mayor, and
12.6 Local Executive/Mayor appoints the qualified applicant. For the Private
CDC/LC and Public CDC established by NGOs/NGAs/GOCCs, recruitment
and hiring are
in accordance with the rules and procedures approved by its Committee/Board.

38
G. The MONTHLY SALARY/HONORARIUM of the PUBLIC CDT/CDW/TEACHER AIDE shall
be shouldered by the LGU/ NGA/GOCC while PRIVATE CDTS/TEACHER AIDES and its
ADMINISTRATIVE STAFF shall be paid on time by CDC/LC Committee/Board/Office that
hires them.

13. The salary of the public CDT/CDW will be based on the Salary Grade of Teacher I (SG 11) of
the Department of Education but the amount will depend on the monthly salary schedule of the
local government personnel per DBM Local Budget Circular No. dated May 25, 2012.

The Teacher Aide in the public CDC is paid on an honorarium basis as approved by the
Sangguniang Bayan Resolution of the Local Government Unit or Resolution by the NGA or
GOCC.

The salary of the private CDCs/Teacher Aides and Administrative Staff are paid by the
CDC/LC Committee/Board that hires them in accordance with its approved resolution.

H. The program MAINTAINS A CONFIDENTIAL PERSONNEL RECORD for each staff member.

14. The confidential personnel record includes, but not limited to the following:

14.1 employee’s resume

14.2 documentation that employee has qualifications required for the position,
14.3 reference verification,
14.4 medical and dental records,
14.5 documentation of staff in-service training,
14.6 annual evaluation,
14.7 attendance records, and
14.8 verification that employee has received and understood program policies.

15. The records of personnel files are updated and well-maintained and the management upholds
confidentiality of these files.

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40
 AREA VIII:

REGISTRATION, EVALUATION,
AND ISSUANCE OF PERMIT
AND RECOGNITION

41
Standard:

Government authority requires all Child Development Centers/Learning Centers to register and
undergo an evaluation process for the issuance of permit and recognition to ensure that quality
care and early education programs to young children, ages zero (0) to four (4) years old are
provided and maintained as stated in these standards. The recognition process includes both
internal and external evaluation.

Guidelines:

A. Early CARE and EDUCATION PROGRAMS for young children, ages 0 to 4 years organized
by the Child Development Centers/Learning Centers REGISTER and SEEK PERMIT TO
OPERATE from the City/Municipality where it is located/established.

1. Public and private CDCs/LCs register at the Mayor’s Office through the C/MSWDO/ECCD
Focal Person six (6) months before the offering of any early childhood programs. The
Barangay Captain takes the initiative for the registration of the public CDC. For the CDC
established by a National Government Agency (NGA) or Government-Owned and Controlled
Corporation (GOCC), the head of the agency/corporation registers the Center. For the private
CDC/LC, registration is undertaken by the Administrator/Director/ Principal when the institution
gets its business permit. The C/MSWDO/ECCD Focal Person furnishes the institution with the
list of requirements for the granting of permit to operate.

2. Public CDCs seek permit to operate. But the Mayor/Barangay Captain/Head of agency/
corporation should be aware of the essential elements of the Center like: a) a safe and healthy
environment, b) the clientele prospective, one (1) to four (4) years old children to be enrolled,
and c) the Child Development Teacher/Worker who provides the services needed.

Private CDCs/LCs seek permit to operate from the City/Municipal Mayor through the C/
MSWDO/ECCD Focal Person six (6) months before the start of the scheduled classes for a
specific school year. The following documents are required for submission:

2.1 Photocopy of the SEC Registration,

2.2 Profile of the Center that describes its location, ownership, and the goal and
objectives within the program/s offered,
2.3 Description with pictures of facilities, equipment and instructional materials
available for effective instruction,
2.4 Number of young children to be served, list of teachers, names of Administrator/
Principal/Director and other staff, and
2.5 Specific information about the Center.

42
3. The C/MSWDO/ECCD Focal Person conducts a visit/inspection to the private CDC/LC one (1)
month after the filing of the Permit to Operate or the receipt of the documents to determine
compliance to the above requirements.

4. The C/MSWDO/ECCD Focal Person submits a Report that covers the five items described
above and will recommend the issuance of the Permit to Operate for Three Years signed by
the City/Municipal Mayor to be given to the CDC/LC that complies with the requirements one
week after the visit. If the CDC/LC fails to comply with the requirements, a Temporary Permit
to Operate for One Year signed by the City/Municipal Mayor will be given to the CDC/ LC one
week after the visit, with instructions that the Center must comply with the lacking
requirements within six (6) months before another visit/inspection is scheduled.

B. The public and private CDC/LC conducts an ANNUAL EVALUATION to assess its
program implementation and determine its readiness to apply for recognition.

5. The Center shall utilize the ECCD Council Standards and Guidelines and the Assessment
Tool for the Granting of Recognition in the annual evaluation.

5.1 The annual evaluation process includes inputs from all stakeholders (administrator,
supervisor, parents, staff, and members of the CDC/LC Committee/Board.
5.2 The annual evaluation results include reporting on strengths and areas of need.
5.3 Results of the findings of the annual evaluation are reflected in the CDC/LC
Improvement Plan/Annual Plan.

6. Documentations of the procedures and results of the annual evaluation are maintained on the
premises of the CDC/LC and available upon request.

C. The GRANTING OF RECOGNITION involves INTERNAL and EXTERNAL ASSESSMENT

process described in the GUIDELINES ON REGISTRATION AND GRANTING OF PERMIT
AND RECOGNITION.

7. For the public CD/LC, the internal assessment is conducted first by the Child Development
Teacher/Worker in consultation with the C/MSWDO/ECCD Focal Person in the area where it is
located three (3) years or earlier after its establishment.

For the private CDC/LC, the internal assessment is conducted by

the Administrator/Principal/Director in consultation with its Committee or Board three (3) years
or earlier after the Permit to Operate has been received.

43
8. Standard forms and process for the internal assessment as stipulated in the Guidelines on
Registration and Granting of Permit and Recognition… for 0 to 4 Years Old Children are
followed.

9. The external assessment is conducted by the Evaluator(s) organized and deputized by the
DSWD Regional Office composed of representatives from the Offices of the Provincial/City/
Municipal Social Welfare and Development, and an Administrator/Director/ Principal of the
private CDCs/LCs (optional) trained by the ECCD Council.

10. The Evaluator(s) i) reviews documentation of the CDCs/LCs internal assessment, ii) conducts
site visit, and iii) uses the standard assessment toll for the granting of recognition.

11. The Evaluator(s) documents the results of the external assessment and, if the CDC/LC
complied with the requirements in the external assessment, the Evaluator(s) recommends
Conferment of Recognition (Level), one week after the assessment to the ECCD Council
through the DSWD Regional Office. The Level of Recognition as shown below is dependent on
the total score earned by the CDC/L:

i. Level 1 Recognition or Satisfactory Rating is given for three (3) years.

ii. Level 2 Recognition or Very Satisfactory Rating is given for four (4) years.
iii. Level 3 Recognition or Outstanding Rating is given for five (5) years.

12. If the CDC/LC did not comply with the requirements under the external assessment, the
Evaluator(s) recommends a Deferment of the Recognition one week after the assessment to the
ECCD Council through the DSWD Regional Office, citing in its Report that technical assistance
is needed. The DSWD Regional Office forwards the Report to the Office of the City/ Municipal
Mayor through the City/Municipal Social Welfare and Development Officer/ECCD Focal Person.
The CDC/LC is given one (1) year to reapply for the External Assessment. If the CDC/LC fails to
reapply for the External Assessment, its Permit to Operate will be revoked by the City/Municipal
Mayor.

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 APPENDIX A

GLOSSARY

For the purposes of this document, the following definitions apply:

Accreditation is a process by which Child Development Centers/Learning Centers are granted

recognition as meeting certain predetermined standards of quality or excellence,

Behavior management is a whole school/center approach that creates an environment to

promote positive behavior and reduce opportunities for poor behavior. It utilizes effective ways to
deal with poor behavior so that children can learn from their mistakes, take responsibility for their
actions and provide them opportunities to change.

Child Development Center/Learning Center is an early learning center, public or private that
offers early education and/or child care program for the zero (0) to four (4) years old children who
are taught by Child Development Teacher(s)/ Worker(s).

Children with special needs are those who differ significantly from the average children in (a)
mental characteristics; (b) sensory disabilities; (c) neuromuscular or physical characteristics; (d)
psychosocial characteristics; or have multiple handicaps or have chronic illness; and or have a
developmental lag to such an extent that they require modified or specialized instruction and
services in order to develop to their maximum capability. They may have any of the following:

1. Intellectual Disability is a disability resulting from organic brain syndromes (example: mental
retardation, acquired lesions of the central nervous system, dementia) and mental illnesses
(psychotic and non-psychotic disorders).
2. Autism is a development disability having onset before 30 months of age, which is marked by
disturbance in development, language and relationships with persons, activities and objects.
3. Attention Deficit Hyperactivity Disorder (ADHD) is a common behavioral disorder
manifested in three types: Hyperactive, Impulsive and Combined Type. Children with ADHD
act without thinking, are hyperactive, and have trouble focusing. They may understand what is
expected of them but have trouble following through because they can’t sit still, pay attention or
attend details.
4. Visual Impairment refers to visual disabilities ranging from partial to total loss of vision
(blindness).
5. Hearing Impairment refers to auditory disabilities ranging from mild to profound hearing loss
(deafness).
6. Speech and language disorders interfere with the child’s ability to understand, express his/
her thoughts or to be understood. These include omission, deletion, addition, substitution, and
distortion of sounds; stammering/stuttering; and voice disorders in pitch, loudness, and quality.

45
7. Physical disability/ Orthopedic handicap pertains to impairment that interferes either
permanently or temporarily, with the normal functioning of the joints, muscles or limbs.

Curriculum is what everything the staff do and use for the children’s learning and development. It
also refers to developmentally-appropriate activities and materials in the CDCs/LCs that will ensure
the holistic development and learning of zero (0) to four (4) years old children.

Evaluation is a systematic method for collecting and analyzing data and information concerning the
different areas of the early childhood programs offered to children, zero (0) to four (4) years old by
the Child Development Center/Learning Center using the assessment tools based on standards
and guidelines set for the program.

Family is the child’s parents and other relations who are significantly involved in the child’s life
including but not limited to siblings, grandparents, aunts, uncles, and cousins.

Guidelines are statements by which to determine courses of action which aim to streamline
particular processes according to sound practices.

Parent is a child’s father, mother, person acting as a parent of the child, or legal guardian.

Permit refers to the authorization granted by the Local Government Unit at the city/municipal level
(City/Municipal Mayor) for the Child Development Center/Learning Center to conduct early
childhood programs for the zero (0) to four (4) years old for a period of three (3) years based on
requirements set in the Standards and Guidelines for Early Childhood Programs for the 0 to 4 Years
Old Filipino Children issued by the ECCD Council.

Private Child Development Centers/Learning Centers are those established and owned by
Corporations, Associations, Religious Groups, Mission Boards, Non-Government Organizations and
People’s Organizations. These are managed and supervised by an Administrator/Director/Principal
of the Center.

Program is a center-based early education/child care program for the zero (0) to four (4) years of age.

Public Child Development Centers are those established by the Local Government Units (LGUs),
National Government Agencies (NGAs) and Government-Owned and Controlled Corporations
(GOCCs). These are supervised by the City/Municipal Social Welfare Development Officer/ECCD
Focal Person or any designated person by the Office concerned.

Recognition refers to the authorization granted by the ECCD Council for the Child Development
Center/Learning Center to conduct early childhood programs for the zero (0) to four (4) years old
based on the Guidelines on Registration and Granting of Permit and Recognition issued by the
ECCD Council.

46
Registration refers to filling up or completing a form that requires specific information about the
Child Development Center/Learning Center to be undertaken by the Barangay Captain of the
locality where the public CDC is established, by an authorized person designated by the NGA,
GOCC or an Administrator//Director/Principal of a private CDC/LC.

Staff are Child Development Teachers/Workers or other persons paid to work for the program and
who have direct responsibilities for the care and education of the young children.

Standards are written general statements of actions, behaviors, characteristics and conditions
agreed by the stakeholders against which the Child Development Centers/Learning Centers are
judged or measured.

Systematic assessment refers to the use of various tools that determine young children’s
strengths, weaknesses and progress in the areas of development and the utilization of results in
planning and modifying instruction.

Volunteer is an external partner who is not being paid to work in the program and who assists in
the care and education of the young children.

47
 APPENDIX B1

PARTICIPANTS TO THE TWO-DAY CONSULTATIVE MEETING ON THE DEVELOPMENT OF

STANDARDS AND GUIDELINES ON EARLY CHILDHOOD PROGRAMS FOR CHILDREN, AGES 0 TO 4
YEARS AND THE ACCREDITATION GUIDELINES FOR
CHILD DEVELOPMENT CENTERS AND PRIVATE LEARNING CENTERS ECCD COUNCIL
SECRETARIAT CONFERENCE ROOM, FEBRUARY 4-5, 2015

NAME DESIGNATION OFFICE/ AGENCY

1. Dr. Anthony P. Calibo Medical Specialist IV Department of Health

2. Reginaldo T. Guillen Nutrition Officer IV National Nutrition Council, DOH

3. Armando P. Manglicmot Nutrition Officer II National Nutrition Council, DOH

4. Dr. Miriam M. Covar Director Christian Child Care Center, Quezon

City

5. Rosella Jean M. Puno Board of Director Christian Child Care Center, Quezon
City

6. Corazon D. Macayan Home-Based ECCD Focal Person CSWD Office, Malabon City

7. Genixon C. David Technical Officer Union of Local Authorities of the Phils.

8. Virginia C. Rada ECCD Focal Focal-Operation Manila Department of Social Welfare,

Manila

9. Rosalita F. Reyes Day Care Worker II/Home-Based CSWD Office, Malabon City
Assistant

10. Thea Joy G. Manalo Senior Education Program Specialist Department of Education

11. Rosalinda T. Serrano Education Program Specialist II Department of Education

12. Dr. Teresita G. Inciong Executive Director ECCDC

13. Dr. Yolanda S. Quijano Education Consultant ECCDC Secretariat

14. Simeona T. Ebol Program Management Officer ECCDC Secretariat

15. Pia Leah M. Abad Planning Officer III ECCDC Secretariat

16. Barbra Mae C. Dumlao Planning Officer III ECCDC Secretariat

17. Pia C. Chavez Program Development Officer II ECCDC Secretariat

18. Remylen M. Malaquilla Executive Assistant/Program ECCDC Secretariat

Development Officer II

19. Ronalyn B. Datur Program Development Officer I ECCDC Secretariat

20. Ever-Ben R. Rogero Program Development Officer I ECCDC Secretariat

21. Eldy U. Oñas Program Development Officer ECCDC Secretariat

22. Renn Wilson G. Diola Administrative Assistant ECCDC Secretariat

48
 APPENDIX B2

PARTICIPANTS TO THE TWO-DAY VALIDATION CUM WORKSHOP ON PROGRAM STANDARDS AND

GUIDELINES AND ASSESSMENT TOOL FOR CHILD DEVELOPMENT CENTERS AND LEARNING
CENTERS,NEW HORIZON HOTEL, MARCH 3-4, 2015

NAME DESIGNATION OFFICE/ AGENCY

Core Group

1. Reginaldo T. Guillen Nutrition Officer IV National Nutrition Council, DOH

2. Armando P. Manglicmot Nutrition Officer II National Nutrition Council, DOH

3. Dr. Miriam M. Covar Director Christian Child Care Center, Quezon

City

4. Rosella Jean M. Puno Board of Director Christian Child Care Center, Quezon
City

5. Genixon C. David Technical Officer, Plans Programs & Union of Local Authorities of the Phils.
Policy Unit

6. Virginia C. Rada ECCD Focal Focal-Operation Manila Department of Social Welfare,

Manila

7. Corazon D. Macayan Home-Based ECCD Focal Person CSWD Office, Malabon City

8. Rosalita F. Reyes Day Care Worker II/Home-Based CSWD Office, Malabon City
Assistant

9. Thea Joy G. Manalo Senior Education Program Specialist, Department of Education

10. Dr. Teresita G. Inciong Vice Chairperson & Executive ECCD Council
Director

11. Dr. Yolanda S. Quijano Education Consultant ECCDC Secretariat (Sec.)

12. Simeona T. Ebol Program Management Officer ECCDC Secretariat

13. Remylen M. Malaquilla Executive Assistant/Program ECCDC Secretariat

Development Officer II

14. Pia Leah M. Abad Planning Officer III ECCDC Secretariat

15. Barbra Mae C. Dumlao Planning Officer III ECCDC Secretariat

16. Pia C. Chavez Program Development Officer II ECCDC Secretariat

17. Ronalyn B. Datur Program Development Officer I ECCDC Secretariat

18. Ever-Ben R. Rogero Program Development Officer I ECCDC Secretariat

19. Eldy U. Oñas Program Development Officer ECCDC Secretariat

20. Renn Wilson G. Diola Administrative Officer ECCDC Secretariat

49
 NAME DESIGNATION OFFICE/ AGENCY

PSWDOs/C/MSWDOs/CDTs

21. Jill Q. Matienzo Social Welfare Officer I PSWD Office, Province of Pampanga

22. Lazaro G. Petinglay Provincial Social Welfare PSWD Office, Province of Antique
Development Officer

23. Emelia P. Andea Provincial Social Welfare PSWD Office, Province of Misamis
Development Officer Oriental

24. Ma. Marissa L. Fernandez Validator Social Welfare Dept., Makati City

25. Elizabeth S. Empleo Validator Social Welfare Dept., Makati City

26. Concepcion S. Llaga Human Resource Management Asst. II Social Services Dept., Muntinlupa City

27. Cecilia C. Navarro Day Care Worker/ECCD Teacher Social Services Dept., Muntinlupa City

28. Maricel G. Labra Officer-in-Charge, Early Childhood Social Services Dept., Muntinlupa City
Educ. Div.

29. Melissa N. Ferrer Child Development Teacher NCDC, Tugatog, Malabon City

30. Aldrin C. Ferrer Child Development Teacher NCDC, Hulong Duhat, Malabon City

31. Marivic M. Gabriel Child Development Teacher NCDC, Pandacan City

32. Judith J. Hasil City Social Welfare Development MSWD Office, Sta. Rosa City, Laguna
Officer

33. Lucille M. De Leon Municipal Social Welfare MSWD Office, Sta. Cruz, Laguna
Development Officer

34. Jovita M. Valdeabella Day Care Worker Coordinator MSWD Office, Sta. Cruz, Laguna

35. Francisca C. Mondez Municipal Social Welfare MSWD Office, Pagsanjan, Laguna
Development Officer

36. Monette N. Martin City Social Welfare Development CSWD Office, Antipolo City
Officer

37. Ma. Jennifer T. Dilag Municipal Social Welfare MSWD Office, Binangonan, Rizal
Development Officer

38. Susan V. Mira Municipal Social Welfare MSWD Office, Bindoy, Negros Oriental
Development Officer

39. Sally C. Balili Social Welfare Officer IV CSWD Office, Tagum City, Davao del
Norte

40. Marivic F. Enguerra Child Development Teacher NCDC, Gubat, Sorsogon

41. Maria Ruby Ann J. Hilaga Child Development Teacher NCDC, Pavia, Iloilo

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 NAME DESIGNATION OFFICE/ AGENCY

Private Service Providers

42. Dr. Trixie Marie J. Sison Principal Miriam College Child Study Center

43. Ulalia Gelia Y. Tandog Kinder Level Coordinator Miriam College, Child Study Center

44. Catherine Olive Violago Administrator Clarion School International, Quezon City

45. Emerita I. Garon President/Board Member Golden Values School/ECCD Council

46. Michelle A. Quiambao Preschool Teacher San Fernando, Pampanga

47. Lynette M. Orange Principal City Gates Academy, Antipolo City

48. Bernadette L. Isaguirre School Directress Oxford School for Children, Pasig City

49. Vanessa G. Vandevoort School Directress Golden Values School, Makati City

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 APPENDIX F3

PARTICIPANTS TO THE TWO-DAY REVISION OF THE EARLY CHILDHOOD PROGRAM STANDARDS

AND GUIDELINES AND ASSESSMENT TOOL FOR THE CHILD DEVELOPMENT CENTERS AND
LEARNING CENTERS ECCD COUNCIL SECRETARIAT CONFERENCE ROOM, APRIL 29-30, 2015

NAME DESIGNATION OFFICE/ AGENCY

1. Dr. Teresita G. Inciong Vice Chairperson & Executive Director ECCD Council

2. Dr. Yolanda S. Quijano Education Consultant ECCD Council

3. Simeona T. Ebol Program Management Officer ECCD Council

4. Pia Leah M. Abad Planning Officer III ECCD Council

5. Barbra Mae C. Dumlao Planning Officer III ECCD Council

6. Pia C. Chavez Program Development Officer II ECCD Council

7. Remylen M. Malaquilla Executive Assistant/PDO II ECCD Council

8. Ronalyn B. Datur Program Development Officer I ECCD Council

9. Ever-Ben R. Rogero Program Development Officer I ECCD Council

10. Mark Rey DG. Batonghinog Program Development Officer III ECCD Council

11. Karl Jeffrey D. Sabalza Program Development Officer ECCD Council

12. Eldy U. O as Program Development Officer ECCD Council

13. Renn Wilson G. Diola Administrative Assistant ECCD Council

14. Reginaldo T. Guillen Nutrition Officer IV National Nutrition Council

15. Thea Joy G. Manalo Senior Education Program Specialist Department of Education

16. Rosalinda T. Serrano Education Program Specialist II Department of Education

17. Catherine Grace M. Social Worker Officer III Department of Social Welfare and
Lagunday Development

18. Maria Aquilisa M. Ongleo Social Worker Officer III Department of Social Welfare and
Development

19. Maricel G. Labra Division Chief, Early Childhood Educ. Social Services Dept., Muntinlupa City
Div.

20. Virginia C. Rada ECCD Focal Focal-Operation Manila Department of Social Welfare,
Manila

21. Ma. Jennifer T. Dilag Municipal Social Welfare Binangonan, Rizal

Development Officer

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 NAME DESIGNATION OFFICE/ AGENCY

22. Iluminada. C. Mejorada Social Welfare Assistant/Day Care MSWD Office, Binangonan, Rizal
Worker

23. Melissa N. Ferrer Child Development Teacher NCDC, Tugatog, Malabon City

24. Emerita I. Garon President/Board Member Golden Values School, Makati City/
ECCD Council

25. Vanesa G. Vandevort Directress Golden Values School, Makati City

26. Gladys May M. Matchoc Academic Coordinator Clarion School Int’l, Quezon City

27. Dr. Trixie Marie J. Sison Principal Miriam College Child Study Center,
Quezon City

28. Dinna S. Valera Administrative Officer Miriam College, Quezon City

29. Bernadette L. Isaguirre School Directress Oxford School for Children, Pasig City

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54
EARLY CHILDHOOD CARE AND DEVELOPMENT COUNCIL

4th Floor Belvedere Tower

12 San Miguel Avenue, Ortigas Center
Pasig City, 1605

(+632) 571 6833 | (+632) 571 4615

(+632) 571 6590 | (+632) 571 8041

[email protected] eccdcouncil.gov.ph