Abstract
This study examined the role of community learning centers in Zamboanga City in fostering early childhood development through effective curriculum implementation. Early childhood education plays a critical role in shaping the developmental outcomes of young children, particularly in cognitive, fine motor, and gross motor domains. Guided by Systems Theory, it investigates the relationship between teacher qualifications, training, and developmental outcomes in cognitive, fine motor, and gross motor domains. A descriptive-correlational design was used, with 30 Day Care teachers from four barangays—Tugbungan, Lunzuran, Talon-Talon, and Santa Catalina—participating in a structured survey. Findings show that most teachers hold a bachelor’s degree and have extensive teaching experience, but training frequency varies. Activities promoting problem-solving, early literacy, numeracy, and physical skills are consistently implemented, supporting children’s development. However, weak correlations were found between teacher qualifications and perceived curriculum effectiveness. The study emphasizes the need for regular teacher training and resource allocation to improve curriculum delivery. It also recommends periodic curriculum reviews to address evolving educational needs. By addressing these areas, community learning centers can enhance their impact on early childhood education, providing equitable opportunities for children’s holistic development. The findings offer practical insights for educators, policymakers, and administrators to strengthen early learning systems and improve developmental outcomes.
