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In this descriptive qualitative study, parental involvement is the partaking of families on the learning and holistic development of children at home and in school on teachers lens and a part of a larger study. Teachers' perspective is imperative in developing a school-facilitated parental involvement framework in the Philippine context. The researcher used document analysis and interview to gather data. Data were analyzed using content and thematic analysis. Results revealed four themes: (1) meaningful home-school communication; (2) collective in-school engagement; (3) structural at-home learning support; and (4) refining teachers' capacity. These results can be used as an input in developing a school-facilitated parenting involvement framework that encompass the contribution of teachers in planning, developing, and evaluating parental involvement programs which future researchers can also use in their studies. It is important that teachers especially early childhood educators should understand parental involvement and recognize its positive effects to the teaching and learning process.

Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21st century learning. As children's educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children's specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.

The Philippines and Malaysia are members of ASEAN who respond to the challenge of EFA goals and Work Plan on Education 2016-2020, particularly on Sustainable Development Goal (SDG) target 4.2: "By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education." In response to this, the Philippines Department of Education (DepEd) through its K-12 Program, has made Kindergarten Education mandatory in the Basic Education Curriculum which paves way to the formulation of the new Kindergarten Curriculum Framework. On the other hand, the Ministry of Education (MOE) in Malaysia has also come up with its revised Kurikulum Standard Prasekolah Kebangsaan or National Preschool Standard Curriculum (NPSC) to meet new policy demands under the 2013-2025 Malaysia Education Development Plan (PPPM) and current needs. This paper takes cognizance on the role of curriculum as one of the significant components of the Kinder program as it compares the National Curriculum Standards of the two countries for the Kindergarten program with the aim to look into its developmentally appropriate curriculum features for better child growth, learning and development. Using Documentary analysis and NVivo, themes are identified and categorized from the interview and FGD of the kindergarten teachers, parents and principals from the selected government kindergarten school-respondents. Consequently, this study reveals some points of similarity and difference on kindergarten learning domains, teaching-learning processes, and issues in the current implementation of the Kindergarten program. The paper recommends that action be taken by the different program stakeholders in order to address quality delivery of the Kindergarten program.