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Sheela Krishnan

18^th April 2026

Presented By:

E60101240064

EXAMINING DIGITAL-AGE PARENTS’ ATTITUDES AND BEHAVIOURS IN RELATION TO TEACHERS’ TUTORING PRACTICES FOR CHILDREN AGED 3–6

Asia E University

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PURPOSE OF STUDY

To examine dominant digital-age parenting behaviours

To explore their influence on children’s classroom behaviour and learning readiness

To analyse how teachers adapt their teaching

Asia E University

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METHODOLOGY OVERVIEW

Mixed-method design (quantitative + qualitative)

Participants:

Instruments:

40 parents
23 preschool teachers
5 teachers for qualitative interviews

Structured questionnaires (parents & teachers)
Written semi-structured interviews (teachers)

Analysis:

Descriptive statistics (frequencies, percentages, means)
Thematic analysis for interviews

Asia E University

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RESPONDENT PROFILE: TEACHERS

3 preschool teachers with varied experience (2–25 years)
Highlight:

Largest group: 10 years (17.4%)
Next: 17 years (13%)

Point: Diversity of experience gives a broad perspective on classroom practices and parental influence.

Teaching experience

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RESPONDENT PROFILE: PARENTS

Key demographics:

Mostly young adults (digital-age parents)
Majority with diploma/degree
Varied occupations

Point: Diverse educational and social backgrounds → diverse parenting practices.

Education

Occupation

Asia E University

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What parenting attitudes and behavioural practices are commonly exhibited by digital-age parents of children aged 3–6?

RQ1: COMMON DIGITAL-AGE PARENTING BEHAVIOURS

Key quantitative findings:

Frequent use of digital devices (phones/tablets) to calm/occupy children
Extended screen time is common
Over-pampering: quick parental intervention for minor difficulties
Strong emphasis on academic achievement
More variable emphasis on social values (kindness, sharing, discipline)

Over-Pampering

Extended Screen Time

Digital Devices

Asia E University

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How do these parenting behaviours relate to children’s classroom behaviour and learning readiness?

RQ2: PARENTING & CHILDREN’S CLASSROOM BEHAVIOUR

Key patterns (parents’ & teachers’ reports):

Difficulties maintaining focus; easily distracted
Short attention spans, need repeated instructions and guidance
Emotional regulation issues: easily frustrated, may give up when tasks are difficult
Social challenges: difficulty sharing, cooperating, group participation

Difficulties In Maintaining Focus

Short Attention

Easily Get Frustrated

Asia E University

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How do teachers adapt their tutoring strategies and classroom management approaches in response to these behavioural patterns?

RQ3: TEACHERS’ ADAPTATIONS IN TUTORING PRACTICES

Main adaptations:

Increased time on behaviour management
More structured and engaging lesson designs
Use of interactive activities to sustain attention
Greater emotional support and guidance
Deliberate reinforcement of social skills (sharing, cooperation, working in groups)
More frequent communication with parents

Asia E University

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Which parental behaviour factors most strongly influence changes in teachers’ instructional strategies?

RQ4: MOST INFLUENTIAL PARENTAL BEHAVIOURS

Key influences:

High screen exposure:

Children require more structured, interactive teaching to stay engaged

Over-pampering:

Children more dependent on teachers, need extra guidance and support

Limited emphasis on social values:

Teachers spend more time teaching basic social behaviours and classroom etiquette

Asia E University

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Overall: Parental behaviours significantly shape classroom dynamics and instructional approaches.

Digital-age parenting profile

Teacher response

Child outcomes

SUMMARY OF QUANTITATIVE FINDINGS

High screen use, over-pampering, strong academic focus

Attention, independence, emotional regulation, social interaction challenges

Adjusted tutoring strategies, behaviour management, emotional and social support

Asia E University

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QUALITATIVE THEMES

Observed parental behaviours
Impact on children’s behaviour and learning readiness
Adaptations in tutoring practices
Key influencing parental behaviours

Briefly introduce the 4 themes from interviews:

Point: Qualitative themes support and deepen the survey findings.

Asia E University

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PRACTICAL IMPLICATIONS

For teachers:

Need for structured, interactive lessons
Focus on emotional coaching and social-skills training
Systematic communication with parents about classroom expectations

For parents:

More balanced approach to screens, independence, and social values
Awareness that home practices strongly influence classroom adjustment

For policy/centres:

Parent-education programmes on digital parenting
Guidelines on screen time and home–school collaboration

Asia E University

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LIMITATIONS & FUTURE RESEARCH

Possible points (adapt based full thesis):

Small, local sample (40 parents, 23 teachers, 5 interviewed teachers)
Self-report bias in questionnaires
Cross-sectional design (no long-term tracking)

Future research:

Larger, cross-cultural samples
Longitudinal studies tracking children over time
Intervention studies (e.g., parent workshops on digital-age parenting)

Asia E University

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CONCLUSION

Digital-age parenting is shaping early childhood classrooms in significant ways.
High screen exposure and over-pampering correlate with attention, emotional, and social challenges.
Teachers are actively adapting their tutoring practices but need stronger partnership with parents.
Aligning home and school practices is crucial for supporting children’s readiness and holistic development.

Asia E University

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THANK YOU

FOR YOUR ATTENTION

Larana, Inc.

Thank you for your kind attention. With this, I conclude my presentation, and I welcome any questions or feedback from the examiners.