Lived Experiences of Parents in Supporting Their Children's Early Learning: A Descriptive Phenomenological Study

This qualitative descriptive phenomenological study examined parents' lived experiences of supporting their children's early learning at Brentwood Academy of Las Piñas. Interview accounts from eight parent co-participants yielded 158 significant statements. Analysis followed Colaizzi's method through significant statements, formulated meanings, theme clusters, an exhaustive description, and a fundamental structure. Five themes emerged: Being Present and Keeping Learning Going; Guiding Learning While Allowing Independence; Responding to Learning Difficulties with Patience and Reassurance; Listening to Children and Respecting Their Individual Learning Needs; and Finding Fulfillment in Children's Progress and Growing as Parents. Parents described lesson reviews, assignment assistance, encouragement, and adjustments to children's difficulties while managing different family responsibilities. They valued understanding, independent attempts, patient guidance, communication, and gradual progress. The fundamental structure characterized support as a continuing relationship of guidance, responsiveness, and shared learning. The proposed Parent Early Learning Support Framework organized these findings into feasible involvement, guided independence, emotional reassurance, responsive communication, and recognition of progress and parental growth. The findings support manageable home learning routines and clearer parent–teacher communication. They reflect parental accounts rather than independently assessed learning outcomes. The proposed framework requires feasibility review and evaluation.