stdClass Object
(
    [id] => 17617
    [paper_index] => 202509-01-024131
    [title] => IMPACT OF PARENTAL INVOLVEMENT IN COGNITIVE AND EMOTIONAL DEVELOPMENT OF LEARNERS DURING THE EARLY YEARS
    [description] => 
    [author] => Danica Rose N. Tongol, Melinda F. Marquez PhD
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => September
    [volume] => 11
    [issue] => 9
    [file] => fm/jpanel/upload/2025/September/202509-01-024131.pdf
    [abstract] => Parental involvement has long been recognized as a critical factor in early childhood development, influencing both cognitive and emotional growth in young learners. This study investigated the impact of parental involvement on the cognitive and emotional development of kindergarten learners at Wonder Park Elementary School in Anchorage, Alaska, a culturally diverse urban setting where localized research on this topic is limited. Guided by Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Social Development Theory, the study employed a descriptive quantitative research design using researcher-made questionnaires to gather data from kindergarten teachers and parents during the 2025–2026 school year. The respondents’ demographic profiles, levels of parental involvement in home-based learning, school-related activities, emotional support, and encouragement, as well as their perceived effects on learners’ attention span, communication, reasoning, basic numeracy, self-regulation, social interaction, motivation, and emotional expression, were analyzed. Results indicated that both teachers and parents are actively engaged in early education, with parents playing a central role in supporting learning, particularly in attention and communication, while emotional and social development require additional support. Differences in perceptions of parental involvement were observed based on teacher and parent demographics. Although parental involvement did not show a significant relationship with cognitive development, it significantly influenced emotional development. The study concludes that while parents are invaluable partners in early education, holistic strategies that address both cognitive and emotional needs, tailored to demographic and contextual factors, are essential for fostering balanced development. Based on the findings, a targeted intervention program was proposed to enhance parental participation through collaboration, awareness, and structured activities, aiming to optimize both academic and socioemotional outcomes for kindergarten learners in Anchorage.
    [keywords] => Attention Span, Basic Numeracy, Cognitive Development, Emotional Development, Emotional Expression
    [doj] => 2025-09-21
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 54
    [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
)
Error fetching PDF file.