This study examines the current situation of supporting Career Development for Children (CD4C) in Philippine elementary schools, primarily to inform the design of developmentally appropriate resources for key stage 1 learners, i.e., kindergarten to Grade 3. Specifically, it aims to examine guidance implementers’ perceptions of CD4C, map available human and instructional resources, and analyze how perceived learner career awareness varies across school contexts. Utilizing a multi-methods approach, including a survey of 4,007 guidance implementers and a focus group discussion with identified guidance implementers across island groups and school types in the Philippines, the study shows a strong consensus on the necessity of early, intentional, context-specific, and parent-supported career development. Despite this endorsement, less than half of elementary schools provide career guidance at key stage 1, and where available, delivery through the Homeroom Guidance Program is constrained by limited content, teacher capacity, resources, and time. Other implementation gaps exist, including an 83% reliance on homeroom teachers serving as guidance designates due to a shortage of licensed counselors and high student-to-implementer ratios. Also, perceptions on gender circumscription remain divided, highlighting the need for gender-responsive interventions at key stage 1. The study likewise found that experiential resources, such as manipulatives and multimedia, are more effective in fostering career awareness than traditional materials. Furthermore, 59% of existing career topics may be further refined to better match learners’ developmental stages across grade levels. To address these constraints, the study recommends, among others, an integrated framework for developmental career guidance in basic education and a CD4C resource starting in key stage 1, featuring experiential, play-based, and inclusive tools to bridge childhood aspirations and future workforce readiness.