Teacher parental care for early childhood development is a concern in education. In this study, I explored the lived experiences of the Early Childhood Teachers in doing parental care as they navigate the complexities of fostering child's growth. Guided by the principles of phenomenological design and using the lens of Ecological Systems Theory, I interviewed eight teachers as my study participants whom I selected through purposive sampling technique. Consequently, I found that the teachers' parental care for early childhood development is shaped by their family background, parenting-teaching integration, and family as foundation of empathy; school leadership and support, and teacher autonomy and resources; and community relevance in lesson delivery, socio-economic challenges and empathy, and teacher as community agent. Future research should quantify themes, explore predictive relationships, and compare contexts to enrich teacher development.