Author
Regan A. De Leon
Cebu Technological University – Main Campus
M.J. Cuenco Ave., Cebu City, Cebu, Philippines
Email: regandeleon@gmail.com
Abstract
This study investigated the relationship between parental engagement, executive self-regulation skills, and early literacy development among kindergarten learners in a public elementary school in the Schools Division of Cebu Province. Using a descriptive-correlational research design, data were gathered from parents through adapted questionnaires assessing parental engagement and children’s executive or self-regulation skills, while teachers assessed learners’ early literacy development in terms of language development and attitudes toward reading. Weighted mean, standard deviation, and Pearson product-moment correlation were employed to analyze the data. Findings revealed that parents were generally highly involved in supporting their children’s school-related activities, particularly in providing learning routines, monitoring homework, and maintaining communication with their children. Learners demonstrated high levels of self-regulation in areas such as doing homework, remembering tasks, and dealing with long-term projects, but lower levels of self-control were observed. In terms of early literacy, learners attained a very satisfactory level in both language development and attitudes toward reading and voluntary reading behavior. However, the results showed no significant relationship between parental engagement and early literacy development, and between executive self-regulation skills and early literacy development. Despite the lack of statistically significant relationships, the findings underscore the importance of sustaining family involvement and strengthening children’s self-regulation skills as supportive conditions for early literacy. Based on the results, an Integrated Early Literacy Support Plan for Families and Teachers were developed to enhance home-school collaboration, reinforce literacy routines, and support learners’ self-regulation within developmentally appropriate contexts.
Keywords: Early Childhood Education, early literacy development, parental engagement, executive self-regulation, kindergarten learners, descriptive-correlational design, Pinamungajan Cebu, Philippines
DOI: http://doi.org/10.69651/PIJHSS0501863
Recommended citation:
De Leon, R. A. (2026). Parental engagement and executive self-regulation in early literacy development. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9713-9723. http://doi.org/10.69651/PIJHSS0501863
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