PARENT’S INVOLVEMENT, CONCEPT OF EARLY EDUCATION,

PARENTING STYLE, AND SOCIO-EMOTIONAL SKILLS,

OF DAYCARE LEARNERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 38
Issue 8
Pages: 920-929
Document ID: 2025PEMJ3712
DOI: 10.70838/pemj.380806
Manuscript Accepted: 04-30-2025
 Psych Educ, 2025, 38(8): 920-929, Document ID:2025PEMJ3712, doi:10.70838/pemj.380806, ISSN 2822-4353
Research Article

Parent’s Involvement, Concept of Early Education, Parenting Style, and Socio-Emotional Skills,
of Daycare Learners
Julian C. Tagaylo,* Ma. Fe D. Opina
For affiliations and correspondence, see the last page.
Abstract
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.
Keywords: parental involvement, parental concept on early education, parenting style, socio-emotional skills,
daycare learner

Introduction
The socio-emotional skills of daycare learners are critical for their overall development and future success. These skills encompass the
ability to express feelings, develop relationships, and engage in social interactions, which are foundational in early childhood education.
Daycare learners are typically between the ages of 1 and 5 and are still in the early stages of their development. Daycare learners are
curious, energetic, and eager to explore their surroundings. They are learning basic social skills, such as sharing, taking turns, and
cooperating with others. Daycare centers provide a safe and nurturing environment where these young children can learn, play, and
grow according to their respective ages. As a parent of a daycare learner, observing the classroom setting, some learners are interactive
and can express their feelings and emotions, while others have difficulty expressing their thoughts. This research is carried out on how
parent’s involvement, concept of early education, and parenting style could affect the socio-emotional skills of the learners within the
daycare setting of the municipality of Balingasag.
Family in the Philippines is perceived as an essential part of the society. Socio-emotional skill development begins in the family setting
and incorporates the role of the parents. The most significant support and enhancement of a child’s intelligence may come from the
role of parents and how they see early schooling. To help children overcome obstacles in their social-emotional development, parents
are crucial. The mother and father, who were legally married, make up the family. Their role is to care for, educate, guide, and foster
children until they reach the developmental stage at which they are prepared to join the community (Ruli, 2020).
The degree to which a child can thrive in school depends on how effectively their parents raise them; it is under their direction that the
child acquires the abilities, dispositions, and conduct that will make them a successful and productive learner (Vellymalay, 2021).
Daycare learners learn knowledge from firsthand experience and observance of those in their vicinity. These exchanges then mold their
actions. Spending time with a young child by parents is among the key factors that determine a child’s success as an adult (Kalil et al.,
2020);
Early childhood education is the time when kids begin to discover their interests, learn social and emotional skills, and build
relationships with their parents, teachers, and peers. It is their foundation and groundwork for their future development. Early childhood
care and education are more than preparation for primary school. It aims at the holistic development of a child’s social, emotional,
cognitive, and physical needs to build a solid, broad foundation for lifelong learning and well-being.
One of the most important aspects of a child's early development is their parenting style (Nam & Chung, 2014). a wide range of methods
and actions used by parents to correct their children, which has been repeatedly demonstrated to have a major impact on the
development of the child. Three distinct parenting ideologies are recognized: permissive, authoritarian, and authoritative parenting. In
addition to strict rules and demands, authoritative parents typically show their children a lot of love and attention. They can be flexible
and conform to the norms. Unlike the other two parenting philosophies, authoritarian parents are less caring and associate love with
achievement. Parents who use this style demand obedience without explanation, punish disobedience harshly and limit open
communication.

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Research Article

Permissive parents who tend to have low or no expectations for their kids. They rarely place boundaries on their kids and frequently
see them as pals. This type of parenting is frequently lax, letting kids define their own boundaries and make their judgments. Although
this method can foster independence and creativity, it can also lead to problems with social skills, self-control, and responsibility.
This study assessed the impact of parent’s engagement, their conceptions of early education, and their parenting practices on the socio-
emotional development of daycare learners. Owing to its proliferation, the researcher conducted a study along this line. Her analysis is
predicated on the idea that the socio-emotional abilities of daycare learners have been impacted by different parenting engagements,
perceptions, and tactics, including permissive, authoritarian, and authoritative. Understanding these dynamics is essential for fostering
optimal development and creating a supportive environment for young children.
Research Questions
This study sought to assess the socio-emotional skills of the daycare learners as well as the parent’s involvement, concept of early
education, and parenting styles in 21 daycare centers of Balingasag Misamis Oriental for the academic year 2024-2025. Specifically,
it answered the following questions:
1. What is the participant’s level of parental involvement in terms of;
1.1 School Participation, and
1.2 Home Learning Activities?
2. What is the participant’s level of concept of early education in terms of;
2.1 Contingent Responsiveness, and
2.2 Warmth and Affection?
3. What kind of parenting approach do the participants have in terms of;
3.1 Authoritative,
3.2 Authoritarian, and
3.3 Permissive?
4. What level of socio-emotional skills do daycare learners possess in terms of;
4.1 Self-Awareness
4.2 Self-Regulation
4.3 Social Skills
4.4 Communication Skills
5. Is there a significant relationship between daycare learner’s socio-emotional skills and;
5.1 Parents Involvement,
5.2 Parents Concept of Early Education, and
5.3 Parenting Styles?
6. Which of the following variables, either alone or in combination, influences the daycare learner’s socio-emotional skills?
Methodology
Research Design
This study used a predictive-correlational research approach used in this study to forecast the value of one variable based on the values
found for another. Francis Galton's discussion article makes the argument that a predictive-correlational design is the most effective
research approach for a study examining the effects of the target participants' parenting style, early education concept, and parental
participation. This design was selected because, as was previously indicated, it has the inherent ability to investigate and measure
correlations between the variables.
This study uses a quantitative approach because it emphasizes the analysis on numerical data which are processed by statistical methods
(Arikunto 2002). The research population was parents of daycare learners from Balingasag Misamis Oriental, totaling 665 parents. The
research sample was 224 parents in selected 21 selected daycare centers using probability sampling technique. Data were collected
using a five-scale model questionnaire, which had been tested for validity and reliability.
Respondents
The participants of this study were the parents or guardians of the daycare learners enrolled in the municipality of Balingasag Misamis
Oriental. A total of 665 parents participated in the 21 daycare centers that the researcher selected. Based on the sample size calculated
using the Raosoft calculator, 244 parents out of 665 daycare students were requested to participate. Because there are twenty-one
childcare facilities, twelve participants were chosen randomly from each facility. To evaluate their involvement, parenting style,
concept of early education, and involvement with their child's socio-emotional development, they filled out the survey form.
Research Instrument
This study used a questionnaire created by the researcher to gauge the socio-emotional skills of daycare students, parents' involvement,
and parents' concept of early education. The parents' involvement questionnaire includes two topics: (1) school participation and (2)

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Research Article

home learning activities. It has 20 items and a five-point Likert scale. It consists of 20 questions on a five-point Likert scale covering
(1) Contingent Responsiveness and (2) Warmth and Affection to gauge parents' attitudes toward early education. Additionally, it covers
the four fundamental socio-emotional skills self-awareness, self-regulation, social skills, and communication skills and consists of 35
item questions on a five-point Likert scale. Pilot testing has been conducted on the researcher's questionnaire to evaluate its validity
and reliability.
To ascertain the preferred parenting style of the parents perceived by the daycare learners, Robinson, Mandleco, Olsen, and Hart (1995)
developed a standardized Parenting Style Questionnaire comprised of 25 items on a five-point Likert scale that covered three
fundamental parenting styles: (1) Authoritarian, (2) Permissive, and (3) Authoritative. The research instrument is divided into two
parts: Part 1 includes the demographic profile of the respondents, and Part 2 is the standardized questionnaire for the parenting styles.
Results and Discussion
This section presents the findings and a detailed discussion of my study's results. The findings demonstrated in this section were taken
from the data gathered during the interview with the participants in their experiences in the implementation of the RISE program in
Tokawal Elementary School. The data were analyzed and interpreted using Colaizzi’s method, and major themes were identified.
Table 1. Level of parental involvement in terms of School Participation.
Indicators Mean SD Description Interpretation
1. I am responsive to my child’s feelings and needs. 4.51 .651 Strongly Agree Very High
2. I take my child’s wishes into consideration before I ask him/her to do 4.57 .580 Strongly Agree Very High
something.
3. I explain to my child how I feel about his/her good/bad behavior. 4.50 .657 Strongly Agree Very High
4. I encourage my child to talk about his/her feelings and problems. 4.42 .659 Agree High
5. I encourage my child to freely “speak his/her mind”, even if he/she 4.37 .670 Agree High
disagrees with me.
6. I provide comfort and understanding when my child is upset. 4.15 .803 Agree High
7. I consider my child’s preferences when I make plans for the family 4.35 .678 Agree High
(e.g., weekends away and holidays).
8. I respect my child’s opinion and encourage him/her to express them. 4.46 .663 Agree High
9. I provide my child reasons for the expectations I have for him/her. 4.48 .706 Agree High
10. I have warm and intimate times together with my child 4.52 .604 Strongly Agree Very High
Over-all Mean 4.43 0.667 Agree High
Table 1 presents the Participant’s level of parental involvement in terms of School Participation. As shown in the table, respondents
obtained the highest mean of M=4.57 (SD=.58) for indicator number 2, “I take my child’s wishes into consideration before I ask him/her
to do something,” followed by indicator number 10, “I have warm and intimate times together with my child” (M=4.52, SD=.604). On
the one hand, respondents obtained the lowest mean of M=4.15 (SD=.803) for indicator number 6, “I provide comfort and understanding
when my child is upset,” followed by indicator number 7, “I consider my child’s preferences when I make plans for the family” (e.g.,
weekends away and holidays (M=4.35, SD=.678). The overall mean, M=4.43 (SD=.667), is characterized as agree and suggests that
parents participate in school to a high degree. Meanwhile, the overall mean for (SD=. 667) implies that the data are primarily spread
around the mean.
Table 2. Practices that Teachers Employ in Doing Action Research
Indicators Mean SD Description Interpretation
1. I regularly read to my child, even if they are old enough to read on their 4.18 .859 Agree High
own.
2. We have conversations about current events, books, or topics that interest 4.23 .792 Agree High
my child.
3. I encourage my child to ask questions and explore their curiosity. 4.31 .823 Agree High
4. We play games together that help develop my child’s thinking skills, such 4.33 .756 Agree High
as puzzles, board games, or card games.
5. We engage in creative activities together, such as drawing, painting, 4.30 .796 Agree High
building, or crafting.
6. I help my child with their homework and provide them with support when 4.46 .663 Agree High
they need it.
7. We visit museums, libraries, or other educational places together. 4.23 .736 Agree High
8. I encourage my child to explore their interests through hobbies, clubs, or 4.04 .996 Agree High
extracurricular activities.
9. I help my child develop healthy habits, such as eating nutritious foods, 4.51 .706 Strongly Agree Very High
getting enough sleep, and engaging in physical activity.
10. I believe that engaging in learning activities at home is essential for my 4.48 .746 Agree High
child’s development and success.
Over-all Mean 4.31 0.787 Agree High

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Research Article

Table 2 presents the participant’s level of parental involvement in home learning activities. As shown in the table, respondents obtained
the highest mean of M=4.51 (SD=.706) for indicator number 9, “I help my child develop healthy habits, such as eating nutritious foods,
getting enough sleep, and engaging in physical activity,” followed by indicator number 10, “I believe that engaging in learning activities
at home is essential for my child’s development and success” (M=4.48, SD=.746). On the one hand, respondents obtained the lowest
mean of M=4.04 (SD=.996) for indicator number 8, “I encourage my child to explore their interests through hobbies, clubs, or
extracurricular activities,” followed by indicator number 1, “I regularly read to my child, even if they are old enough to read on their
own” (M=4.18, SD=.859). The parents engage in a high degree of at-home learning activities, as indicated by the overall mean
(M=4.31) (SD=.787), which is characterized as agree. Meanwhile, the overall mean for (SD=. 787) implies that the data are primarily
spread around the mean.
Table 3. Summary of Mean Score for the Participant’s level of parental involvement
Sub-variables Mean SD Description Interpretation
School Participation 4.43 0.667 Agree High
Home Learning Activities 4.31 0.787 Agree High
Over-all Mean 4.37 0.727 Agree High

Table 3 presents the Summary of Mean Score for the number of participants with parental participation is shown. The data indicates
that the respondents' highest mean for school involvement was M=4.43 (SD=.667), followed by Home Learning Activities (M=4.31,
SD=.787). The parents have a high degree of parental participation, as indicated by the overall mean of M=4.37 (SD=.727), which is
characterized as agree. Meanwhile, the overall mean for (SD=. 727) implies that the data are primarily spread around the mean. These
results are corroborated by Bay et al. (2018), who emphasize the advantages of parent involvement, including how parents spend
quality time with their children and acknowledge that their academic success matters.
Table 4. Participant’s level of concept in early education in terms of Contingent Responsiveness
Indicators Mean SD Description Interpretation
1. I pay close attention to my child cues and try to understand what they are 4.49 .729 Agree High
trying to communicate.
2. I respond to my child’s need in a timely and appropriate manner. 4.38 .703 Agree High
3. I adjust my parenting style base on my child’s age, developmental stage, and 4.28 .715 Agree High
individual personality.
4. I am sensitive to my child’s emotional state and try to respond in a way that 4.40 .693 Agree High
is supportive and understanding.
5. I provide my child with clear and consistent expectations and boundaries. 4.24 .688 Agree High
6. I offer my child opportunities to learn and grow through play, exploration, 4.37 .763 Agree High
and problem-solving.
7. I encourage my child to express their thoughts and feelings openly and 4.48 .712 Agree High
honestly.
8. I am patient and understanding when my child makes mistakes or has 4.31 .734 Agree High
difficulties.
9. I provide my child with positive reinforcement and praise for their efforts 4.44 .715 Agree High
and accomplishments.
10. I believe that responding to my child’s needs in a way that is sensitive to 4.35 .781 Agree High
their individual development is important.
Over-all Mean 4.37 0.723 Agree High

Table 4 presents the Participants’ level of concept of early education in terms of Contingent Responsiveness. As shown in the table,
respondents obtained the highest mean of M=4.49 (SD=.729) for indicator number 1, “I pay close attention to my child cues and try to
understand what they are trying to communicate,” followed by indicator number 7, “I encourage my child, to express their thoughts
and feelings openly and honestly” (M=4.48, SD=.712). On the one hand, respondents obtained the lowest mean of M=4.24 (SD=.668)
for indicator number 5, “I provide my child with clear and consistent expectations and boundaries,” followed by indicator number 3,
“I adjust my parenting style based on my child’s age, developmental stage, and individual personality” (M=4.28, SD=.715). The overall
mean, M=4.37 (SD=.723), is said to be agreeable and indicates that parents have a good level of understanding of contingent
responsiveness in early education. Meanwhile, the overall mean for (SD=. 723) implies that the data are primarily spread around the
mean.
Table 5 presents the Participants’ concept level in early education in terms of Warmth and Affection. As shown in the table, respondents
obtained the highest mean of M=4.62 (SD=.659) for indicator number 2, “I tell my child that I love them frequently, both verbally and
through actions,” followed by indicator number 1, “I show my child physical affection, such as hugs, kisses, and cuddles, regularly”
(M=4.53, SD=.767). On the one hand, respondents obtained the lowest mean of M=4.36 (SD=.771) for indicator number 6, “I am
supportive of my child’s interests and activities,” followed by indicator number 8, “I celebrate my child’s successes and achievements
with them” (M=4.38, SD=.796). Overall, the mean is M=4.46 (SD=.732), which is characterized as agree. This suggests that the parents
have a high degree of early education idea on warmth and affection. Meanwhile, the overall mean for SD=. 732 implies that the data
are primarily spread around the mean.
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Research Article

Table 5. Participant’s level of concept in early education in terms of Contingent Responsiveness

Indicators Mean SD Description Interpretation
1. I show my child physical affection, such as hugs, kisses, and cuddles, 4.53 .767 Strongly Agree Very High
regularly.
2. I tell my child that I love them frequently, both verbally and through 4.62 .659 Strongly Agree Very High
actions.
3. I am physically and emotionally present for my child when they need me. 4.51 .711 StronglyAgree Very High
4. I make eye contact with my child and smile at them often. 4.44 .738 Agree High
5. I am patient and understanding with my child, even when they are 4.41 .706 Agree High
difficult or challenging.
6. I am supportive of my child’s interests and activities. 4.36 .771 Agree High
7. I listen attentively to my child when they talk to me and show genuine 4.41 .718 Agree High
interest in what they have to say.
8. I celebrate mu child’s successes and achievements with them. 4.38 .796 Agree High
9. I am willing to forgive my child when they make mistakes and help them 4.44 .732 Agree High
learn from their experiences.
10. I believe that expressing warmth and affection to my child is essential 4.49 .723 Agree High
for their emotional well-being.
Over-all Mean 4.46 0.732 Agree High

Table 6 presents the Summary of Mean Scores for the Participants’ concept level in early education. Warmth and Affection had the
greatest mean (M=4.46; SD=.732) among respondents, followed by Contingent Responsiveness (M=4.37; SD=.723), as the table
illustrates. According to the overall mean, M=4.42 (SD=.728), which is characterized as agree, the parents have a high concept level
in early education. Meanwhile, the overall mean for (SD=. 728) implies that the data are primarily spread around the mean.
Table 6. Summary of Mean Scores for the Participants’ concept level in early education
Sub-variables Mean SD Description Interpretation
Contingent Responsiveness 4.37 0.723 Agree High
Warmth and Affection 4.46 0.732 Agree High
Over-all Mean 4.42 0.728 Agree High

Sawyer et al. (2016) assert that school-based events are frequently made to be entertaining and provide parents and children with
opportunities to connect outside of the school grounds and engage in extracurricular activities, which supports their findings. They
assert that children will be more inspired and motivated to perform to the best of their abilities when they witness their parents
participating in school-related activities.
Table 7. Type of parenting style of the participants in terms of Authoritative
Indicators Mean SD Description Interpretation
1. I am responsive to my child’s feelings and needs. 4.32 .726 Agree High
2. I take my child’s wishes into consideration before I ask him/her to do 3.98 .833 Agree High
something.
3. I explain to my child how I feel about his/her good/bad behavior. 4.48 .664 Agree High
4. I encourage my child to talk about his/her feelings and problems. 4.34 .736 Agree High
5. I encourage my child to freely “speak his/her mind”, even if he/she 4.12 .911 Agree High
disagrees with me.
6. I provide comfort and understanding when my child is upset. 4.11 .887 Agree High
7. I consider my child’s preferences when I make plans for the family (e.g., 4.19 .871 Agree High
weekends away and holidays).
8. I respect my child’s opinion and encourage him/her to express them. 4.25 .756 Agree High
9. I provide my child reasons for the expectations I have for him/her. 4.16 .833 Agree High
10. I have warm and intimate times together with my child 4.36 .788 Agree High
Over-all Mean 4.23 0.801 Agree High

Table 7 presents the Participants’ level of parenting style in terms of authority. As shown in the table, respondents obtained the highest
mean of M=4.48 (SD=.664) for indicator number 3, “I explain to my child how I feel about his/her good/bad behavior,” followed by
indicator number 10, “I have warm and intimate times together with my child” (M=4.36, SD=.788). On the one hand, respondents
obtained the lowest mean of M=3.98 (SD=.833) for indicator number 2, “I take my child’s wishes into consideration before I ask
him/her to do something,” followed by indicator number 5, “I encourage my child to freely speak his/her mind, even if he/she disagrees
with me” (M=4.12, SD=.911). The parents' strong authoritative manner can be inferred from the overall mean, M=4.23 (SD=.801),
which is classified as agree. Meanwhile, the overall mean for (SD=. 801) implies that the data are primarily spread around the mean.
Table 8 presents the Participants’ level of parenting style in terms of Authoritarian. As shown in the table, respondents obtained the
highest mean of M=4.06 (SD=1.04) for indicator number 10, “I remind my child that I am his/her parent,” followed by indicator number
9, “I feel the need to point out my child’s past behavioral problems to make sure he/she will not do them again” (M=3.84, SD=1.02).

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On the one hand, respondents obtained the lowest mean of M=3.16 (SD=1.17) for indicator number 7, “I openly criticize my child
when his/her behavior does not meet my expectations,” followed by indicator number 6, “I punish my child by withholding emotional
expressions” (e.g., kisses and cuddles) (M=3.27, SD=1.12). With an overall mean of M=3.52 (SD=1.11), which is characterized as
agree, it may be inferred that the parents exhibit a high degree of authoritarianism. Meanwhile, the overall mean for SD=1.11 implies
that the data are primarily spread around the mean.
Table 8. Type of parenting style of the participants in terms of Authoritarian
Indicators Mean SD Description Interpretation
1. When my child asks me why he/she has to do something I tell 3.60 1.083 Agree High
him/her it is because I said so, I am your parent, or because that is
what I want.
2. I punish my child by taking privileges away from him/her (e.g., 3.49 1.084 Neutral Moderately High
TV, games, visiting friends)
3. I yell when I disapprove of my child’s behavior. 3.46 1.213 Neutral Moderately High
4. I explode in anger towards my child. 3.29 1.196 Neutral Moderately High
5. I spank my child when I don’t like what he/she does or says 3.41 1.155 Neutral Moderately High
6. I punish my child by withholding emotional expressions (e.g., 3.27 1.128 Neutral Moderately High
kisses and cuddles).
7. I openly criticize my child when his/her behavior does not meet my 3.16 1.171 Neutral Moderately High
expectations.
8. I find myself struggling to try to change how my child thinks or 3.58 1.046 Agree High
feels about things.
9. I feel the need to point out my child’s past behavioral problems to 3.84 1.028 Agree High
make sure he/she will not do them again.
10. I remind my child that I am his/her parent. 4.06 1.040 Agree High
Over-all Mean 3.52 1.11 Agree High

Table 9 shows the participants' parenting styles according to their permissive parenting style. As shown in the table, respondents
obtained the highest mean of M=3.22 (SD=1.11) for indicator number 1, “When my child asks me why he/she has to do something, I
tell him/her it is because I said so, I am your parent, or because that is what I want,” and the lowest mean of M=2.63 (SD=1.24) for
indicator number 7, “I openly criticize my child when his/her behavior does not meet my expectations.” Given that the overall mean is
M=2.91 (SD=1.17), which is characterized as agree, it can be concluded that the parents' permissive style is moderately high.
Meanwhile, the overall mean for SD=1.17 implies that the data are primarily spread around the mean.
Table 9. Type of parenting style in terms of Permissive
Indicators Mean SD Description Interpretation
1. When my child asks me why he/she has to do something I tell 3.22 1.11 Neutral Moderately High
him/her it is because I said so, I am your parent, or because that is
what I want.
2. I punish my child by taking privileges away from him/her (e.g., 2.72 1.211 Neutral Moderately High
TV, games, visiting friends)
3. I yell when I disapprove of my child’s behavior. 3.03 1.18 Neutral Moderately High
4. I explode in anger towards my child. 2.63 1.24 Neutral Moderately High
5. I spank my child when I don’t like what he/she does or says 2.97 1.116 Neutral Moderately High
Over-all Mean 2.91 1.17 Neutral Moderately High

Table 10 presents the Level of socio-emotional skills of the daycare learners in terms of Self-Awareness. As shown in the table,
respondents obtained the highest mean of M=3.97 (SD=.924) for indicator number 1, “My child understands the differences between
their feelings and the feelings of others,” and the lowest mean of M=3.72 (SD=.967) for indicator number 4, “My child is aware of
their strengths and can use them to overcome challenges.” he overall mean, M=3.82 (SD=.97), is characterized as agree and suggests
that the students are very self-aware. Meanwhile, the overall mean for SD=.97 implies that the data are primarily spread around the
mean.
Table 10. Level of socio-emotional skills of the daycare learners in terms of Self-Awareness.
Indicators Mean SD Description Interpretation
1. My child understands the differences between their own feelings and 3.97 .924 Agree High
the feelings of others.
2. My child is able has a positive self-image and believes in their own 3.81 1.00 Agree High
abilities.
3. My child is able to regulate their emotions and manage their behavior. 3.79 .991 Agree High
4. My child is aware of their own strengths and can use them to 3.72 .967 Agree High
overcome challenges.
5. My child shows a sense of responsibility for their actions and choices. 3.80 .975 Agree High
Over-all Mean 3.82 0.97 Agree High

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Table 11 presents the Level of socio-emotional skills of the daycare learners in terms of Self-regulation. As shown in the table,
respondents obtained the highest mean of M=4.02 (SD=.970) for indicator number 10, “My child can manage their emotions and
behavior in a way that allows them to learn and participate effectively in the classroom,” followed by indicator number 5, “My child
is able to take turns and share with others” (M=3.98, SD=1.02).
Table 11. Level of socio-emotional skills of the daycare learners in terms of Self-Regulation.
Indicators Mean SD Description Interpretation
1. My child is able to manage their frustration and anger in a healthy way. 3.70 .967 Agree High
2. My child can control their impulses and resist acting out inappropriately. 3.63 .958 Agree High
3. My child is able to calm themselves down when they are upset or 3.71 .957 Agree High
agitated.
4. My child can follow directions and rules, even when they don’t want to. 3.84 .943 Agree High
5. My child is able to take turns and share with others. 3.98 1.02 Agree High
6. My child can handle transitions and changes in routine smoothly. 3.89 .938 Agree High
7. My child can focus their attention and complete tasks without getting 3.75 1.01 Agree High
easily distracted.
8. My child is able to solve conflicts peacefully with other children. 3.87 1.01 Agree High
9. My child can take responsibility for their actions and apologize when 3.95 .930 Agree High
they make a mistake.
10. My child is able to manage their emotions and behavior in a way that 4.02 .970 Agree High
allows them to learn and participate effectively in the classroom.
Over-all Mean 3.83 0.97 Agree High

The lowest mean, M=3.63 (SD=.958), was attained by respondents for indicator number 2, which reads, "My child can control their
impulses and resist acting out inappropriately." This was followed by "My child can manage their frustration and anger healthily"
(M=3.70, SD=.967). The overall mean, M=3.83 (SD=.97), is characterized as agree and suggests that the students are very self-aware.
Meanwhile, the overall mean for SD=.97 implies that the data are primarily spread around the mean.
Table 12. Level of socio-emotional skills of the daycare learners in terms of Social Skills.
Indicators Mean SD Description Interpretation
1. My child is able to initiate and maintain conversations with other 4.15 .938 Agree High
children.
2. My child is able to share toys and materials with others. 4.19 .829 Agree High
3. My child is able to take turns and follow group rules. 4.05 .927 Agree High
4. My child is able to express their needs and wants in a respectful way. 4.13 .855 Agree High
5. My child is able to show empathy and understanding towards other’s 4.03 .954 Agree High
feelings.
6. My child is able to resolve conflicts peacefully with other children. 3.84 1.02 Agree High
7. My child is able to cooperate with others on group activities. 4.00 .895 Agree High
8. My child is able to make friends and maintain positive relationships 4.10 .928 Agree High
with other children.
9. My child is able to show kindness and consideration towards others. 4.16 .886 Agree High
10. My child is able to interact with others in a way that is positive and 4.23 .822 Agree High
constructive.
Over-all Mean 4.09 0.905 Agree High

Table 12 presents the level of socio-emotional skills of the daycare learners in terms of social skills. As shown in the table, respondents
obtained the highest mean of M=4.23 (SD=.822) for indicator number 10, “My child is able to interact with others in a way that is
positive and constructive,” followed by indicator number 2, “My child is able to share toys and materials with others,” (M=4.19,
SD=.829). In contrast, indication number 6, "My child can resolve conflicts with other children peacefully," had the lowest mean
(M=3.84; SD=1.02) among respondents. This was followed by indicator number 7, "My child can cooperate with others on group
activities" (M=4.00, SD=.895). The overall mean, M=4.09 (SD=.905), is characterized as agree and suggests that the students possess
a high degree of social skills. Meanwhile, the overall mean for SD=.905 implies that the data are primarily spread around the mean.
Table 13 presents the level of socio-emotional skills of the daycare learners in terms of communication skills. For indicator number 4,
"My child can ask questions to clarify information," respondents had the highest mean (M=4.20, SD=.736), as seen in the table. This
was followed by indicator number 3, "My child can follow simple directions and instructions" (M=4.11, SD=.835). On the other hand,
respondents obtained the lowest mean of M=3.86 (SD=.911) for indicator number 8, “My child can use nonverbal cues, such as facial
expressions and gestures, to communicate effectively,” followed by indicator number 6, “My child is able to use appropriate language
and tone of voice when speaking to others” (M=3.91, SD=.916).
The overall mean, M=4.03 (SD=.856), is characterized as agree and suggests that the students possess a high degree of communication
proficiency. Meanwhile, the overall mean for SD=.856 implies that the data are primarily spread around the mean.

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Table 13. Level of socio-emotional skills of daycare learners in terms of Communication Skills
Indicators Mean SD Description Interpretation
1. My child is able to express their needs and wants clearly and effectively. 4.03 .892 Agree High
2. My child is able to use language to describe their feelings and experiences. 4.05 .896 Agree High
3. My child is able to follow simple directions and instructions. 4.11 .835 Agree High
4. My child is able to ask questions to clarify information. 4.20 .736 Agree High
5. My child is able to engage in conversations with others and maintain eye 3.95 .875 Agree High
contact.
6. My child is able to use appropriate language and tone of voice when 3.91 .916 Agree High
speaking to others.
7. My child is able to listen attentively to others and respond appropriately. 4.14 .773 Agree High
8. My child is able to use nonverbal cues, such as facial expressions and 3.86 .911 Agree High
gestures, to communicate effectively.
9. My child is able to tell stories and share their experiences with others. 4.04 .844 Agree High
10. My child is able to communicate their ideas and thoughts in a way that is 4.03 .878 Agree High
understandable to others.
Over-all Mean 4.03 0.856 Agree High

Table 14 presents the Results of Pearson R Correlation Analysis for the significant relationship between daycare learners’ socio-
emotional skills, Parent’s Involvement, Parent’s Concept of Early Education, and Parenting Styles. As presented in the table, the
variables School Participation (p<.05, r=.305), Home Learning Activities (p<.05, r=.391), Parental Involvement (P<.05, r=.378),
Contingent Responsiveness (p<.05, r=.376), Warmth and Affection (p<.05, r=.354), Parents’ concept on ECE (p<.05, r=.392),
Authoritative (p<.05, r=.452), Authoritarian and permissive (p<.05, r=.343) have a positive moderate significant relationship on
daycare learners’ socio-emotional skills.
Table 14. Results of Pearson-R Correlation Analysis for the significant relationship between daycare
learners’ socio-emotional skills, Parents Involvement, Parent’s Concept of Early Education, and
Parenting Styles
Variables N R Effect Size Variables N
School Participation 243 .305 Moderate .000 Significant
Home Learning Activities 243 .391 Moderate .000 Significant
Parental Involvement 243 .378 Moderate .000 Significant
Contingent Responsiveness 243 .376 Moderate .000 Significant
Warmth and Affection 243 .354 Moderate .000 Significant
Parents’ concept on ECE 243 .392 Moderate .000 Significant
Authoritative 243 .452 Moderate .000 Significant
Authoritarian 243 .623 Large .000 Significant
Permissive 243 .343 Moderate .000 Significant
Parenting Styles 243 .667 Large .000 Significant

This implies that if the aforementioned factors rise, the socioemotional abilities of daycare students will likewise rise to a small degree.
Meanwhile, the variables Authoritarian (p<.05, r=.623) and parenting styles (p<.05, r=.667) have an enormous positive significant
relationship on daycare learners’ socio-emotional skills. This suggests that daycare learner socio-emotional skills will improve if the
aforementioned factors as mentioned above rise, mainly.
Table 15. Results of Multiple Regression Analysis for the variables singly or in combination affect the socio-emotional
skills of the daycare learners
Variables Unstandardized Standardized t Sig. Interpretation
Coefficients Coefficients
B Std. Error Beta
(Constant) .421 .314 1.343 .181 Not Significant
School Participation .116 .098 .087 1.185 .237 Not Significant
Home Learning Activities .096 .085 .084 1.122 .263 Not Significant
Contingent Responsiveness .084 .088 .072 .957 .340 Not Significant
Warmth and Affection -.069 .090 -.063 -.766 .445 Not Significant
Authoritative -.133 .090 -.131 -1.485 .139 Not Significant
Permissive -.263 .074 -.325 -3.569 .000 Significant
Parenting Styles 1.092 .127 .920 8.593 .000 Significant
R=.712 R2=.507 F=34.57 P=.000
Table 15 presents the findings of multiple regression analysis for the variables that either alone or in combination affect the
socioemotional skills of childcare learners. The table shows that the learners' socio-emotional skills and the independent variables used
have a strong positive association, as indicated by the R-value of .712. The important predictor factors, permissive style (p<.05) and

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Research Article

overall parenting styles (p<.05), were found to account for 50.7% of the variation in the socio-emotional skills of the daycare learners,
according to the R2 value of 0.507. The socio-emotional abilities of the daycare students and the essential predictor variables have a
statistically significant association, as indicated by the probability value of 0.00 (F=93.86).
Conclusions
The study concluded that high levels of parental involvement—both in school participation and home-based learning—play a crucial
role in enhancing children's education and socio-emotional development. Parental behaviors marked by warmth, affection, and
contingent responsiveness significantly support children's emotional and cognitive growth. Among the various parenting styles,
authoritative parenting emerged as the most prevalent and beneficial, fostering positive developmental outcomes. The findings also
revealed a strong, positive correlation between children's socio-emotional skills and parenting style, early education engagement, and
parental involvement. Authoritative parenting, in particular, was closely associated with improved emotional and social abilities, while
authoritarian and permissive styles were linked to less favorable results. Notably, a rise in permissive parenting correlated with reduced
socio-emotional competencies in children, highlighting the detrimental effects of ineffective parenting strategies. In contrast, balanced
and responsive parenting practices were shown to promote stronger socio-emotional skills, underscoring the critical role of effective
parenting in early childhood development.
In response to these findings, several key recommendations were proposed. Local Government Units are encouraged to organize
workshops that educate parents on the drawbacks of authoritarian and permissive styles while promoting the benefits of authoritative
parenting. Municipal Social Welfare and Development agencies should develop programs that foster greater parental engagement in
school and at home. Teachers in early childhood education could benefit from training on strategies for involving parents more
effectively, enhancing collaboration and communication. Childcare providers should also be equipped with resources and training to
emphasize the importance of parental involvement in building socio-emotional skills, acting as intermediaries between parents and
educators. Moreover, the development of Positive Parenting Programs is recommended to support parents in implementing effective
discipline, communication, and problem-solving techniques, which in turn encourage positive behavior and mental well-being in
children. Finally, future research should investigate the long-term effects of different parenting styles on children's academic
performance and emotional growth, offering deeper insights into the best practices for nurturing holistic child development in
educational settings.
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Affiliations and Corresponding Information
Julian C. Tagaylo, LPT
Liceo de Cagayan University
Ma. Fe D. Opina, EdD
Liceo de Cagayan University

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