Extent of Parental Support in the Utilization of Technology in Early Childhood Education

Ivy J. Lumanag¹, & James L. Paglinawan²
¹Lumbo Integrated School, Philippines
²Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81020

Abstract

This study explores how much support parents give to young children using technology in early childhood education. As digital tools like smartphones, tablets, and computers become more common in homes and schools, it is important to understand how parents help their children use these resources for learning. The research used a phenomenological qualitative design, gathering information from parents through open-ended questions and interviews. The study focused on four main areas: parents’ ideas about technology in early learning, the technology resources available at home, the ways parents support their children’s use of these tools, and their recommendations for better technology use in early childhood education.

Results show that most families have access to mobile devices and the internet, which are used for watching educational videos, reading online lessons, and doing schoolwork. Parents play a key role by guiding their children, setting rules for screen time, choosing age-appropriate content, and joining in technology-based activities. Many parents also work with teachers to make sure technology is used wisely and safely. However, some parents face challenges in picking the right materials or balancing technology with play and social time.

The study highlights the need for clear rules, active involvement, and good communication between parents and teachers to help children benefit from technology. It also points out gaps in knowledge about how parents support technology use at home. The findings can help families, teachers, and school leaders create better ways to use technology for young children’s learning and development.

Keywords: Parental Support, Technology, Early Childhood Education, Digital Tools, Mobile Devices, Internet, Learning, Guidance, Screen Time, Home Resources, Teacher Collaboration, Qualitative Research, Educational Videos, Age-Appropriate Content, Communication.

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