Practices of Daycare Workers in Quezon City in Encouraging Age-Appropriate Learning and Socialization

Trisha C. Fermantez, Justine A. Lozano, Johnerick P. Nacional, Shella Mae C. Parocruz and Randel D. Estacio
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Trisha C. Fermantez: Early Childhood Education Department, College of Education, Quezon City University
Justine A. Lozano: Early Childhood Education Department, College of Education, Quezon City University
Johnerick P. Nacional: Early Childhood Education Department, College of Education, Quezon City University
Shella Mae C. Parocruz: Early Childhood Education Department, College of Education, Quezon City University
Randel D. Estacio: Early Childhood Education Department, College of Education, Quezon City University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6792-6801

Abstract: The study examines the practices and skills of daycare workers in Quezon City in promoting age-appropriate learning and socialization. It identifies both facilitating and hindering factors in encouraging children’s development. Results show that most daycare workers actively encourage children to interact, share, and participate in group activities. The majority of respondents rated their skills as “Advanced†in fostering these areas. Facilitating factors include using observation and assessment to address learners’ developmental needs, while hindering factors include learning challenges such as comprehension issues, lack of self-confidence, and difficulty with word retrieval. The study suggests that to foster an enriching environment, daycare workers should incorporate structured activities, play-based learning, group interactions, and diversity within their classrooms, creating a supportive environment for children’s holistic growth.

Date: 2025
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