UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This case study explored parental involvement in early childhood education in the
Philippines from kindergarten stakeholders' perspectives. Purposive sampling was used to
select 13 school-cases with 87 participants comprising of kindergarten children, parents,
teachers, school principals, and government officials. Document analysis was used to examine
existing documents related to this study. From this, four themes emerged. These are kinds of
parental involvement, stakeholders’ capacity, characteristics of school-facilitated
parental involvement, and basis for the development of a program. Interview protocol was
developed based on these themes. The interview instrument was validated by five
independent early childhood education experts. Then, interviews among stakeholders were
conducted. Data from document analysis and interviews went through content and
thematic analysis outlined by Cresswell on the first run and by the use of Atlas.ti on the
second run. Four themes emerged from the interview. These are meaningful
home-school interaction, collective in-school engagement, structured at-home learning support, and
refining stakeholders' capacity. These themes were used in the formulation of the
School-facilitated Parental Involvement (SPIn) framework. This framework offers a
contextualized blueprint for Filipino families' engagement in school with emphasis on refining
the capacity of every stakeholder in the school system. The study underscored
the need for crafting policies intended for parental involvement that can lawfully set guidelines
for smooth implementations of programs where stakeholders can be reinforced for school engagement.
In conclusion, the main finding of this study shows that home-school interaction, in-school
engagement, and at-home learning support play a vital role in school system. These types
of parental involvement are collaboratively done by the parents, teachers, administrators, and
other stakeholders for the holistic development of children. The implication of this study
highlights that
SPIn framework could be used by early childhood education in Philippines.
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