ABSTRACT
This study scrutinizes the parental involvement in the child’s development through the lens of the kindergarten teachers in selected schools in Panabo North District, Panabo City. This study employed the qualitative design utilizing the phenomenological approach to eight (8) kindergarten teachers who were chosen as participants. The results revealed that there were three challenges identified such as parents' attitudes on parental development, time constraints of working parents, and lack of interest or caring of parents. Kindergarten teachers view parental involvement as a vital component of a child's development. They recognize that when parents actively engage in their child's education and well-being, it has a profound impact on the child's academic success, social development, and overall kindergarten experience. Collaboration between parents and teachers is a powerful tool in nurturing well-rounded, confident, and capable young learners. Coping with the challenges of parental involvement in a child's development is a multifaceted task that requires strong teachers and Parent Communication, promoting parental engagement and time management. While arguments may arise, the benefits of effective parent-teacher partnerships far outweigh the difficulties, as they contribute significantly to a child's overall development and educational success. Recognizing the value of parental involvement is a valuable asset in a child's development. Engaged parents can provide valuable insights into their child's individual needs and strengths, making it easier to tailor instruction and support. The study implies that promoting parental involvement during the early childhood years lays a strong foundation for parents’ involvement.
Keywords: Parental involvement, kindergarten perspective, child development
CHAPTER 1
The Problem and Its Setting
Every parent is considered the primary model in the young children's immediate surroundings. Assuring their children's academic achievement and success in school is one of the most important aspirations of every parent in many cultures. However, the intensity or extent of participation that parents have in their child’s education and development, more often, has to be realized as to when, why, and how they are involved in their children's education.
In Western countries, parental involvement has been advocated as a result of studies significant in children’s development. Started in Early Childhood Education to prevent problems of illiteracy and improve family-school–community partnership (Fatin et al., 2015). However, (Fisher, 2016) said that there are misperceptions and discrepancies about parental involvement practices on cultural beliefs that are assumed to affect stakeholders; therefore, it is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among families with diverse backgrounds.
In a highly culturally diverse population like Australia, there is a limitation of parental involvement and opportunity in schools (Goos et al., 2014). Studies in Australia also identified that those parents with lower socioeconomic backgrounds confirmed lower parental involvement and children’s literacy and numeracy development. However, in the Chinese context, home-based parental involvement is strongly encouraged, while school-based involvement is not so welcome (Ho 2015). With this, principals and teachers are very reluctant to get parents involved in school management. Moreover, teachers do not believe that parents should be involved in the decision-making process, but they do wish to inform and consult parents about students’ learning in order for them to assist with learning at home (Ho 2013).
However, in the Philippines, parental involvement was not given enough attention in school because teachers are burdened with a lot of work-related activities and paperwork that hinder them from putting effort into parental involvement (Garcia, 2018). Due to their hectic schedules, teachers tend to restrict themselves from performing their responsibility of engaging with the families of their students. With this, teachers should be provided with conferences and training on parental involvement (Dor, 2012; REL, 2015). In the study of Rouse (2012), teachers need to be empowered because family-centered practices are professional support that helps families to be empowered.
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