The provision of early education is the backbone of all other educational levels. The inability by the learner to attain this critical early stage of education becomes daunting for the learner to comprehend some concepts in the later stage of the educational process (Baum et al., 2019). This is one of the reasons early education provision has become an important aspect of every society around the world (Kiende & Orodho, 2019). It is therefore the role of childcare practitioners to pay attention to the differences arising from culture, family, and other environments when handling learners in the early stages. Different parents adopt different parental paradigms (Adhe et al., 2020). The parenting dogma can influence the development of the child leading to either positive or negative educational outcomes. The role of parenting is an important factor for a child to fully develop to the potential. It is widely known that the life of parents affects greatly the general well-being and education of a child (Setiawan et al., 2020). Children do not grow in isolation but rather in an interconnected and interactive cosmos that relies on various factors including culture and family. As children grow in different cultural environments, they receive and learn from the surrounding environment. It becomes critical, therefore, to understand the different cultures, beliefs, and environments affect and influence the early learning of learners. Literature suggests that family has a great influence on the early learning of children leading to implications on the learning of children, pedagogical methods to be employed, teacher training, and policy framing.