Predicting the Relationship between Parent Teaching Activities and Emergent Literacy in Preschool Children of Oxford Louise Academy of Dasmarinas using a Correlation and Clustering Analysis

Abstract

Literacy development is the fundamental factor in the language development of a child. To enhance the children’s language skills, the preschool teachers are challenged to constantly take part in the individual children’s interactions. Since parents are considered the first teachers of their child, it is important to take into consideration how parents can assist on improving the language and acquiring important literacy skills of their children before their children attend to formal schooling.
The main goal of this research is to discover the relationship of the parent’s intervention on the growing preschool children student of a private school in Cavite and the teaching activities. This was done through performing a survey assessment for random samples.
Further, the study on the basis of the evaluation of teachers before the child learning capabilities would aim to forecast students who needs to have intervention classes. This research focuses mainly on the application of the data mining techniques inthe academic setting.