Meaningful Stories Behind Phonics Instruction: Exploring the Lived Experiences of Child Development Workers

Early Childhood Education

This study explored the lived experiences of child development workers in teaching phonics and supporting early language acquisition in selected child development centers in Castilla, Sorsogon, Philippines. Specifically, it examined their experiences in language acquisition and learning, language support and materials, and personal development within early childhood education settings. The study employed a qualitative phenomenological research design to capture the shared and meaningful experiences of five purposively selected child development workers from five barangays in one municipality of Sorsogon. Data were gathered through in-depth interviews, observation, narration, reflective journaling, and field notes. Thematic analysis revealed that child development workers employed varied approaches in teaching phonics, including teaching basic letter-sound relationships, using mother tongue and code-switching, integrating play-based activities, establishing routine and repetition, and addressing learners’ differences through differentiated instruction. Findings also showed that instructional aids, reinforcement systems, and stakeholder support contributed to language development despite challenges related to limited learning materials, insufficient training opportunities, and low compensation. Furthermore, the participants demonstrated commitment to personal and professional growth despite structural limitations in early childhood education settings. The study highlights the significant role of child development workers in foundational literacy development and underscores the need for sustained institutional support, training opportunities, and accessible instructional resources for early childhood educators.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.