Motivational Disposition: A Predictor Towards Kindergarten Social–Emotional Skills Development

Abstract

The study sought to find out the influence of parental assistance on the social- emotional skills. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency, and percentages to determine the extent of parental assistance and the social-emotional skills development. Spearman's rho correlation was utilized to ascertain the significant relationship between the findings. The findings revealed that parental assistance denotes a high relationship to the pupils’ social-emotional skills development, as proven by the statistical result. In addition, absenteeism of pupils highly influence to their socio-emotional skills development. As a summary, the Adviser and School Administrator may plan a more comprehensive parenting program, where parents consider the effects of their family demographic profile on the early childhood development skills. Further, the parents may attend seminars sponsored by the school and community or other concerned institutions to be reminded and be more equipped to improve education, to raise a good income, and find better employment. They should promote dialogues and discussions in dealing with the children. Likewise, they may give attention to the attendance and personal needs of their children and concern for conduct and behavior toward their studies and schooling.