PARENT’S BEHAVIOR AND KINDERGARTEN LEARNING DEVELOPMENT

Educational Management

The purpose of this study was to determine if a Kindergarten learner’s progress is influenced by their parents’ behaviors, specifically in terms of love/warmth, care, encouragement, understanding, physical discipline, and psychological control. The research employed a descriptive-correlational analysis to examine the relationship between parents’ behavior and Kindergarten learning development. The study was conducted at Batulawan Central Elementary School in Pikit, Cotabato, under the Ministry of Basic Higher and Technical Education. It surveyed all 104 Kindergarten parents at the school to assess their behavior as facilitators of learning. A set of survey questionnaires, adapted and modified from related literature, was used, with the instrument’s reliability confirmed by a Cronbach Alpha score of 0.943. Permission to conduct the study was obtained from relevant authorities, and parents were informed about the study and asked to sign consent forms. Data collection was carried out with the assistance of a co-teacher, ensuring confidentiality. Quantitative data was analyzed using mean, percentage, multiple regressions, and correlation analysis to test the study’s hypothesis. Results indicated that parents’ behaviors in terms of care, encouragement, and understanding positively influence learners in the new normal education, where parents act as facilitators of learning at home. Conversely, behaviors involving physical punishment and psychological control did not significantly affect Kindergarten learning development. The study’s findings highlight the importance of collaborative efforts among teachers, parents, and learners to ensure quality education, especially in the new normal of education.

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