A Comprehensive Program Evaluation of the Little Iggy Center: Stakeholder Satisfaction and Developmental Outcomes

This study employed a Mixed-Methods Program Evaluation Design to assess the effectiveness of the Little Iggy Center, a drop-off learning facility supporting early childhood development and teacher training. Using a convergent parallel approach, the study integrated quantitative and qualitative data to evaluate stakeholder satisfaction, child progress, and program utilization. The study found high satisfaction among parents and student demonstrators, with significant improvements in children’s cognitive, motor, language, and social-emotional skills. However, the study was limited to the first term (January–May) and relied on self-reported data and observational assessments, which may affect the generalizability of the findings. Despite these limitations, the study underscores the importance of structured early childhood education programs in fostering holistic child development and hands-on teacher training. Future research should include longitudinal studies, cross-institutional comparisons, and standardized assessments to improve validity and generalizability. Keywords: Mixed-Methods Research, Early Childhood Education, Program Evaluation, Teacher Training, Child Development, Stakeholder Satisfaction, Developmental Assessment, Educational Research