Parent’s Involvement, Concept of Early Education, Parenting Style, and Socio-Emotional Skills, of Daycare Learners

This study investigated how parental involvement, parents' perception of early schooling, and parenting style, in relation to the socio-emotional skills of daycare attendees. It was conducted in the twenty-one daycare centers in Balingasag Misamis Oriental. It utilized the predictive-correlational research method to predict the value of one variable based on the values obtained for another variable. The strong association between the socio-emotional skills of daycare learners and parental involvement, parental concept of early education, and parenting style was also ascertained using Pearson-R correlation. The participants of this study were the parents and or guardians of the daycare learners enrolled within the municipality. The researcher used a researcher-made survey questionnaire to evaluate the participants’ responses based on their experiences, perceptions, and practices used. Twelve respondents were randomly chosen by the researcher from each of the twenty-one daycare establishments that were available. The results showed that, according to their overall mean, parental involvement, parental concept of early education, and parenting style were all high. The permissive parenting style was found to have a substantial correlation with the socio-emotional skills of the daycare learners. As a result of this study, the independent variables had no discernible effect on the daycare learners’ socio-emotional skills.