Education succeed. Undeniably, the knowledge that is attained

Education
is and will always be essential in building a strong foundation in one’s life
(McKay, 2015). The educational reality today is nothing like centuries ago. One
of the most significant current discussions in every society is education being
a dynamic instrument which is used in the contemporary world to succeed. Undeniably,
the knowledge that is attained through education helps open doors to a lot
of opportunities for better prospects in career growth. It is an evident fact
that today’s youth will be competing tomorrow with students all over the world however,
rapid changes are having effect on the vital importance of early childhood
education, and the kinds of training preferred (Gundala, 2016).

The research
to date has tended to focus on school as an institution complementing family based
education (Roeder, 2015). The past decade has seen the rapid development in educational
context, accustomed to the circumstances and needs of each era. Indeed, 21st-century
learning has gone global emphasizing on the

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importance of education in
our youth today. It is gradually difficult to ignore that teachers are
challenged to discover which approaches help the learners most effectively. As
pointed by Gundala (2016), research findings on the education systems around
the world forces teachers to think about how they impart education to their
students given the setting that children have an innate sense of curiosity that
should be nurtured because what schools produce
today will affect the country’s economy tomorrow.  

Over the
past century there has been few countries that dominate conversations of good
education systems. In the United States, American school have tended to reflect
the educational values and financial capabilities of communities in which they
are located. In South Korea, teaching is one of the coveted career choices in
their country. Culturally, they have a high emphasis placed on education with
primary education as their main focus. Involvement of parents are highly
observable and highly qualified teachers have good salaries (Samuelsson et al.,
2008).

The Ministry of Education
in Singapore (2012) also manifested that they are guided with the context of
nurturing children as life-long learners that needed to be built with self
–confidence, encouraged to explore the world, and taught to

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regulate behavior and emotions, to be able to express themselves
and get along with others. Their recent policy
to ‘Teach less, learn more’ has catapulted its education system onto the top
rungs in the world.

Also, Japan
and Hongkong are known to have a technology-based education structure. Similar
to South Korea their main focus is on primary education. They have an exemplary
approach and work in the primary, secondary and higher education levels
focusing on student retention as a common practice. Their education system has
moved instruction further away from the routine memorization and repetitive
tasks on which it had originally focused to deeper conceptual understanding and
problem-based learning.

One of
the most important event in 1971 in the Philippines was when the Department of
Education issued a policy document encouraging public schools to establish
preschool classes whenever possible (DECS Order No. 107, S. 1989). Recently,
programs implemented in the educational system of the Philippines have led to a
renewed interest in studying areas of educational administration and
supervision. The changes experienced by educational system over the past years
remain

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unprecedented. This is
evident in the DepED Order No. 10, s. 2004 where an Enhanced 8 Week Early
Childhood Experience (ECE) was executed to improve quality of education. It was
given consideration that most of the Grade 1 entrants have not gone through pre-school
experiences (DepED, 2004).

In Cordillera
the implementation of the Republic Act 10410 otherwise known as the Early Years
Act of 2013, strengthening the early childhood care and development system is
highly advocated. Early Childhood Care and Development Council is the national
agency responsible for care and development of children 0-4 years old while the
responsibility to help develop children in their formative years between ages
5-8 years are with the Department of Education (Velasco, 2016).

Early
childhood education often emphases on learning through play, based on the
research and philosophy of Jean Piaget, which posits that play meets the
physical, intellectual, language, emotional and social needs of children.
Consequently, children learn more capably and gain more familiarity through
activities such as dramatic play, art, and social games. As Tomlin (2008)
acknowledged that use of play during all stages of childhood develops
maturation and socialization. Early education also

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develop children in all
aspects; physical, social, emotional, and cognitive, so that they will be
better prepared to adjust and cope with life situations and the demands of
formal schooling; and to maximize the children’s’ potential through a variety
of carefully selected and meaningful experiences considering their interests
and capabilities (Samuelsson, 2008). The developments and modernization
continuously engage education into braving the challenges of transition turmoil
regardless of the different issues being faced by parents, teachers, learners, school
heads, educators and policy makers concerning policies and implementation of
Early Childhood Education.

The
researcher is motivated to focus on a selected focus group; to explore their
perceptions; those parents of learners enrolled at Philex Mines Elementary
School. Primarily this study conducted targets to gain deep and thorough
understanding of the experiences of selected group of parents on early
childhood education. It focuses on the subjective existential meaning of the
phenomenon that occurs with their experiences.

This will
benefit teachers and parents in collaboratively finding out different ways and
helpful techniques to help the learners under their care in providing quality
learning to meet

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learners’ dynamic demands
in order to obtain a sustainable learning strategy for the learners. School
Heads, administrators and educators may find different ways and helpful
strategies to guide teachers under their care through the findings of this
study. Social capacity develops as children interact with supportive,
stimulating, safe people and places. 

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