Parental Practices and Interventions in Enhancing Early Filipino Language Literacy among Grade 1 Learners

This study examined the parental practices and interventions employed to support early Filipino language literacy among Grade 1 learners, focusing on how parents navigate their roles as primary educators in the home setting. Utilizing an explanatory sequential mixed-methods design, the research was conducted at a reputable state university in Cebu City, with 30 parents participating in a survey-checklist followed by in-depth, structured interviews with five selected participants. The study explored how parents engaged in literacy-related activities such as reading Filipino storybooks, assisting with homework, and utilizing digital tools to enhance language exposure. It also investigated the home-based interventions parents implemented to address literacy challenges and the contextual barriers they faced, including time constraints, limited resources, and language difficulties. The findings revealed that parents play a crucial role in shaping their children's foundational Filipino literacy skills through consistent exposure, interactive learning, and value formation around the Filipino language. As a result, the study proposes the development of learning packets for parents to strengthen early language acquisition in Filipino and foster more inclusive, collaborative literacy efforts between home and school.