stdClass Object
(
    [id] => 17016
    [paper_index] => 202507-01-023224
    [title] => PARENTAL INVOLVEMENT IN EARLY CHILDHOOD EDUCATION AND ITS RELATIONSHIP TO EDUCATIONAL DEVELOPMENT OF KINDERGARTEN LEARNERS
    [description] => 
    [author] => Ailyn C. Dantes, Melinda F. Marquez PhD
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23224
    [year] => 2025
    [month] => July
    [volume] => 11
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-01-023224.pdf
    [abstract] => This study assesses the level of parental involvement in the academic development of kindergarten students and its relationship with their educational development, as evaluated by highly skilled and experienced teachers. Research indicates that most teachers are female professionals possessing substantial academic qualifications and more than ten years of experience, equipping them to offer knowledgeable perspectives on early childhood education and parental involvement. Parental involvement is mostly manifested through home-based support, especially in supplying educational resources and aiding with homework, although daily oversight of study and proactive communication with educators are still insufficient. Parental engagement in schools is moderate, with a greater propensity for volunteering at events than for participating in policymaking or attending school conferences. Teachers noted that kindergarten students demonstrate steady advancement, especially in numeracy and narrative understanding, although literacy and executive functioning abilities, such as adhering to multi-step instructions, necessitate focused enhancement. The study revealed no statistically significant correlation between parental participation and learners' academic development, indicating that factors such as instructional quality, classroom atmosphere, and individual learner motivation may be more influential. An action plan was presented to boost family engagement through workshops, enhanced home-school communication, parenting seminars, active classroom involvement, and a clear assessment rubric for monitoring progress. This study is based on Republic Act No. 10533, the Enhanced Basic Education Act of 2013, which prioritizes holistic and student-centered development, and is further supported by Department of Education Order No. 21, s. 2019, advocating for the incorporation of socio-emotional and family engagement strategies in early education. The research promotes a collaborative, multimodal educational approach wherein educated, organized, and inclusive parental involvement enhances effective school-based interventions. By aligning efforts with national policies, schools can establish significant collaborations with families that comprehensively support children's intellectual and emotional development, promoting enduring enhancement in early childhood education.
    [keywords] => Academic Motivation, Ecological Systems Theory, Educational Expectations, Parental Involvement
    [doj] => 2025-07-19
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 83
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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