This multiple case study explored on the psychomotor and cognitive competencies of four Filipino children, ages one to four who came from different demographic background. This also determined other prominent psychomotor and cognitive competencies of these children not indicated in the NELC development standards (ECCD Council, 2015) and described relevant issues and concerns that impact their psychomotor and cognitive development using a researcher-developed early childhood development checklist and an interview guide for the children’s parents/guardians. The study was able to describe the psychomotor and cognitive competencies of four Filipino children based on the NELC development standards. There were specific psychomotor and cognitive competencies that were identified but not defined in the NELC standards, but they were recognized distinct to a child’s social context. Relevant environmental stimulations, especially, from primary caregivers were recognized as important determinants of children’s psychomotor and cognitive development. Furthermore, findings of the study conform to principles on child development and learning – that development proceeds at varying rates for each child and reflects children’s experiences and their environment. This implies that when planning programs and early learning experiences for children, individual and age appropriateness should be considered, and the child is understood as part of his/her environment. Further researches may explore other domains of development and other socio-cultural perspectives of development utilizing quantitative and qualitative research methodologies, which could involve bigger groups of children in different regions of the Philippines.

This study assessed the impact of Hospital-Bound Educational Program (HBEP) to the lives of children with cancer enrolled in the program. It described how the program provided access to the educational needs of children with cancer. It utilized Qualitative Impact Assessment Protocol (QuIP) to gather evidences of the programs' impact to the beneficiaries. Focus Group Interview and Discussion was conducted among the research participants and thematic analysis was used to analyze the data gathered. The result shows that HBEP provided access to the educational needs of the children with cancer through accommodation and providing appropriate instructional strategies. Moreover, the program sustained the educational needs of children through Multigrade Education and credited instruction under the Department of Education. Finally, the study implies that HBEP contributed significant impact to parents' optimism and sense of purpose, the teachers' renewed commitment in teaching and most especially to the children's positive outlook in life.