Transformations and Experiences of Pre-Service Early Childhood Teachers through Global Service-Learning in Philippine Preschool: Changes in the image of local young children

Purpose: This study explores the image changes of Filipino children and the service-learning experiences of pre-service early childhood teachers who participated in a global service-learning program at a kindergarten in the Philippines. Method: Seven second-year students majoring in Child Welfare and Counseling at D University participated. Data were collected through pre- and post-group interviews, individual activity logs, and reflective journals. Results: Filipino children were perceived as “poor and working,” “playing outside,” and “always smiling.” After the experience, they were viewed as “neatly dressed and kindly,” “focused on learning,” and “lacking autonomy.” The service-learning experiences revealed insights into educational inequality, the importance of play-based curriculum, and enhanced professional identity and cultural competence. Conclusion: This study confirms that global service-learning can foster cultural awareness, critical thinking, and cultural competence in pre-service teachers