Parent&rsquo;s Involvement, Concept of Early Education, Parenting Style, and Socio-Emotional Skills, of Daycare Learners

Julian  Tagaylo,; Ma. Fe  Opina,

Parent’s Involvement, Concept of Early Education, Parenting Style, and Socio-Emotional Skills, of Daycare Learners

Abstract:

This study investigated how parental involvement, parents' perception of early schooling, and parenting style, in relation to the socio-emotional skills of daycare attendees. It was conducted in the twenty-one daycare centers in Balingasag Misamis Oriental. It utilized the predictive-correlational research method to predict the value of one variable based on the values obtained for another variable. The strong association between the socio-emotional skills of daycare learners and parental involvement, parental concept of early education, and parenting style was also ascertained using Pearson-R correlation. The participants of this study were the parents and or guardians of the daycare learners enrolled within the municipality. The researcher used a researcher-made survey questionnaire to evaluate the participants’ responses based on their experiences, perceptions, and practices used. Twelve respondents were randomly chosen by the researcher from each of the twenty-one daycare establishments that were available. The results showed that, according to their overall mean, parental involvement, parental concept of early education, and parenting style were all high. The permissive parenting style was found to have a substantial correlation with the socio-emotional skills of the daycare learners. As a result of this study, the independent variables had no discernible effect on the daycare learners’ socio-emotional skills.

References:

Arar, K., Abu Nasra, M. & Alshafi, H., (2018).” Arab teachers’ perception of parent involvement (PI): components and differences”, International Journal of Educational Management, 32(3), pp. 326-314.
Aurpi, A. (2024). Parental perceptions of the effect of Pre-primary schooling on the socio-emotional development of 3-4-year aged children (Doctoral dissertation, Brac University).
Babar, M., Aslam, S., Yousuf, M. I., Parveen, N., & Jafari, S. M. (2024). Relationship between Pedagogical Approaches and Socio-Emotional Development of Students in Early Childhood Education. Qlantic Journal of Social Sciences and Humanities, 5(2), 351-364.
Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137-153.
Cheung, A. K., & Park, H. (2015). Single parenthood, parental involvement and students’ educationaloutcomes in Hong Kong. Marriage & Family Review, 52(1–2),z15– 40.
Epstein, J. L., & Sheldon, S. B. (2019). The importance of evaluating programs of school, family and community partnerships. Aula Abierta, 48(1), 31.
Fadlillah, M., Wahab, R., Ayriza, Y., Rohmah, L., & Ahdhianto, E. (2020). Parenting patterns for developing early childhood multiple intelligences: A study of phenomenology in Indonesia. Universal Journal of Educational Research, 8(11B), 5704–5715.
Gilkison, L. (2021). Two approaches for fostering self-regulatory competencies in home-based childhood education and care: exploring benefits for children’s developing self-regulatory and socio- emotional competencies through the transition to school (Doctoral dissertation, University of Otago).
Khusnidakhon, K. (2021). The importance of enhancing social skills of preschoolers. European Scholar Journal, 2(3), 74-78.
Lechner, C. M., Anger, S., & Rammstedt, B. (2019). Socio-emotional skills in education and beyond: recent evidence and future research avenues. In Research handbook on the sociology of education (pp. 427-453). Edward Elgar Publishing.
Muñoz, J. M., Braza, P., Carreras, R., Braza, F., Azurmendi, A., Pascual-Sagastizábal, E., & Sánchez-Martín, J. R. (2017). Daycare center attendance buffers the effects of maternal authoritarian parenting style on physical aggression in children. Frontiers in psychology, 8, 391.
Newman, N., Northcutt, A., Farmer, A., & Black, B. (2019). Epstein’s Model of Parental Involvement: Parent Perceptions in Urban schools. Language Teaching and Educational Research, 2(2), 81–100.