Parental Involvement; its Relation to the Seven (7) Developmental Domains of Kindergarten Pupils

Abstract

INTRODUCTION

Parents being the first teachers to their children must understand how their child develops and learns, and how they can best help their child reach their full potential. In this study, the researcher highlighted the crucial role of parents' involvement in a child's developmental domains.

METHODS

A descriptive-correlational research design was used. The descriptive design involved the collection of data answered by one hundred eighty-two (91 parents and 91 guardians) respondents concerning their profile and involvement which was classified according to level namely: home discussion, home supervision, school communication, and school participation. The correlational design was utilized to show whether parental involvement has an influence on the development of children along with the seven (7) developmental domains. Meanwhile, a documentary analysis was utilized to gather data on the performance of the kindergarten pupils along with the seven (7) developmental domains using the Early Childhood Care and Development (ECCD) Checklist issued by the Department of Education.

RESULTS

Based from the findings of the study, parents-guardian respondents were "much involve" in the dimension Home Discussion and Home Supervision while School Communication and School Participation are the dimensions that parents and guardians need to be more involved. While the level of development of kindergarten pupils in receptive language domain and expressive language domain are rated slight delay in overall development (ssgd) while gross motor domain and fine motor domain are rated advance development (ad).

DISCUSSIONS

Since the result of the study revealed that parents and guardians need to be more involved in the dimensions School Communication and School Participation, there is a need to strengthen the relationship of the respondents and the school through enhancing school capacities for inviting parental involvement which include invitation from teachers and teachers' responsiveness to life-context issues so that the level of development of the kindergarten pupils will be improved.