A Case Study of Barangay Kaludan’s Kindergarten Parents’ Support for Emergent Literacy Practices at Home Towards a Development of a Proposed Literacy Program
DOI:
https://doi.org/10.65339/ijsair.V2.I1.121Keywords:
Early Childhood Literacy, Emergent Literacy, Home Literacy Practices, Parental Engagement, Parental Perceptions, Rural Education, Shared Reading, Sociocultural TheoryAbstract
This study examines how kindergarten parents in Barangay Kaludan, Nunungan, Lanao del Norte support their children’s emergent literacy within a rural agricultural context. Grounded in Vygotsky’s Sociocultural Theory, particularly the concepts of social interaction and parental scaffolding within the Zone of Proximal Development, the study explores parents’ practices, perceptions, resources, and challenges in fostering early literacy. A qualitative case study design based on Merriam’s framework was employed, involving ten purposively selected participants, including parents and daycare teachers. Data were gathered through semi-structured interviews, observations of home literacy environments, and document analysis, and were analyzed using inductive thematic analysis with triangulation and member checking to ensure credibility. Findings revealed that parents actively support literacy through shared reading, everyday oral language interactions, and exposure to environmental print. They perceive themselves as primary educators, motivators, and partners of the school in their children’s literacy development. Despite these efforts, challenges such as limited time due to work responsibilities, lack of confidence in teaching literacy skills, and limited access to print materials were identified. Parents demonstrated resourcefulness by utilizing household items, visual aids, and multimedia tools to create print-rich environments. The study concludes that while parental involvement is strong, structured support is necessary. It recommends the implementation of community-based initiatives, including parent training, improved access to materials, and strengthened school–home partnerships through programs such as the Parent-Led Literacy Support Program (PL-LSP). This study aligns with Sustainable Development Goal 4 (Quality Education) by promoting early literacy development and SDG 10 (Reduced Inequalities) by addressing disparities in rural educational contexts. It also contributes to sustainability by supporting community-based, culturally responsive, and resource-efficient literacy practices that strengthen school–home collaboration and promote long-term educational and socio-economic development.
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