Parental approaches are necessary, as they guide their children in developing the skills and acquiring the basic knowledge important to their development. This study examined the levels of parental approaches and learners’ early childhood development, determined their correlation, and investigated which parental approach best predicted learners’ early childhood development. The independent variable focused on parental approaches to decision-making, parenting, and volunteering. On the other hand, the dependent variable focused on the learners’ early childhood development. Correlational and causal research designs were utilized in this study. A modified questionnaire that passed the validity and reliability tests was used. A total of 118 respondents were selected through simple random sampling from the selected Child Development Centers in Opol, Misamis Oriental. The collected data were analyzed using various statistical methods, including the Mean and Standard Deviation, the Pearson Product-Moment Correlation Coefficient, and multiple linear regression. Findings revealed that the parental approaches were at a Moderate Level, while the learners’ level of early childhood development was at an Average Advanced Development Level. Parental approaches were positively associated with learners’ early childhood development, with parenting being the strongest predictor. It is recommended that the parents always make their learners feel their support, guidance, and attention to strengthen their ties and connection with them.