Peer-reviewed article
Parental Approaches Towards Early Childhood Development
Queenie C. Conde, Richard M. Oco ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how parents' approaches to decision-making, parenting and volunteering relate to the early childhood development of children at Child Development Centers in Opol, Misamis Oriental. It surveyed 118 respondents chosen by simple random sampling, using a modified questionnaire. Parental approaches were rated at a moderate level, and children's development was rated at an average advanced level. Parental approaches were positively associated with children's development, and parenting was the strongest predictor. The authors recommend that parents make sure their children feel their support, guidance and attention.
Key points
- Parental approaches were at a Moderate Level.
- Learners' early childhood development was at an Average Advanced Development Level.
- Parental approaches were positively associated with learners' early childhood development.
- Parenting was the strongest predictor of early childhood development among the three approaches studied.
- Parents are recommended to show support, guidance and attention to strengthen ties with their children.
Limitations
The abstract does not give effect sizes, how development was measured, or the respondents' details, and the sample comes from one municipality in the Philippines. Correlation and regression results do not show that parental approaches cause better development, and the study does not test an intervention.
Abstract
Parental approaches are necessary, as they guide their children in developing the skills and acquiring the basic knowledge important to their development. This study examined the levels of parental approaches and learners’ early childhood development, determined their correlation, and investigated which parental approach best predicted learners’ early childhood development. The independent variable focused on parental approaches to decision-making, parenting, and volunteering. On the other hand, the dependent variable focused on the learners’ early childhood development. Correlational and causal research designs were utilized in this study. A modified questionnaire that passed the validity and reliability tests was used. A total of 118 respondents were selected through simple random sampling from the selected Child Development Centers in Opol, Misamis Oriental. The collected data were analyzed using various statistical methods, including the Mean and Standard Deviation, the Pearson Product-Moment Correlation Coefficient, and multiple linear regression. Findings revealed that the parental approaches were at a Moderate Level, while the learners’ level of early childhood development was at an Average Advanced Development Level. Parental approaches were positively associated with learners’ early childhood development, with parenting being the strongest predictor. It is recommended that the parents always make their learners feel their support, guidance, and attention to strengthen their ties and connection with them.