Parental Support and Play-Based Learning in Early Childhood Education: Basis for Parents’ Orientation
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Abstract
Background and Aim: Parental support and play-based learning are widely recognized as essential elements of early childhood education (ECE), contributing significantly to children’s cognitive, social-emotional, and behavioral development. Active parental involvement enhances children’s learning experiences, while play-based learning promotes creativity, problem-solving, engagement, and social interaction. Despite their recognized importance, limited studies have examined the relationship between parental support and play-based learning strategies in local ECE contexts. This study aimed to determine the relationship between parental support and play-based learning strategies and to examine differences in the perceptions of parents and teachers in the Municipality of Tubod, Lanao del Norte.
Materials and Methods: This study employed a descriptive-correlational research design involving 60 respondents, consisting of 30 parents and 30 early childhood education teachers selected through purposive sampling. Data were collected using a validated researcher-made questionnaire that measured parental support in terms of emotional support, financial support, and involvement in learning activities, as well as play-based learning strategies in terms of cognitive development, social-emotional development, and engagement. Statistical tools used included frequency, mean, standard deviation, independent-samples t-test, and Pearson Product-Moment Correlation Coefficient at a 0.05 level of significance.
Results: The findings revealed that parental support was generally high, with involvement in learning activities obtaining the highest mean score (M = 3.71), followed by emotional support (M = 3.66) and financial support (M = 3.56). Play-based learning strategies were also highly implemented, with engagement receiving the highest mean score (M = 3.83), followed by social-emotional development (M = 3.71) and cognitive development (M = 3.59). No significant difference was found between the perceptions of parents and teachers regarding parental support (p = 0.120). However, a significant difference was observed in their perceptions of play-based learning strategies (p = 0.017). Furthermore, a significant positive relationship was identified between parental support and play-based learning strategies (r = 0.620, p < 0.001).
Conclusion: The study concludes that parental support is significantly associated with the implementation of play-based learning strategies in early childhood education. Strengthening parental involvement and fostering collaborative home-school partnerships may enhance the effectiveness of play-based learning practices. The findings provide a basis for developing a structured parents’ orientation program to improve parents' understanding of and support for play-based learning in ECE settings.
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