Extent of Home Promotion on the Early Literacy Skills of Emergent Learners in Iba District in the Schools Division of Zambales

ABSTRACT: Early literacy development is strongly influenced by the home environment and parental involvement. This study examined the extent of parents’ home promotion of early literacy and their family involvement activities among kindergarten learners in the Iba District, Division of Zambales, using a descriptive– correlational research design. Data were gathered from 266 parents through a reliable questionnaire and analyzed using descriptive statistics, ANOVA, and Pearson correlation. Findings revealed that most respondents were mothers in early adulthood, high school graduates, from low-income households, and with small families. Parents generally promoted early literacy at home, particularly through moral and emotional support and a supportive home environment, although access to literacy materials and financial resources was relatively limited. Parents frequently engaged their children in language, writing, and reading activities, with language activities being the most common. A high positive and significant relationship (r = .788, p < .01) was found between home promotion of early literacy and family involvement activities. The results emphasize the importance of strengthening home literacy environments and parental participation in literacy-related activitiesto support children’s early learning.

KEYWORDS : Early Literacy Skills, Emergent Learners, Family Involvement Activities, Home Environment, Kindergarten Parents