Mothers are often regarded as the light of the home, serving as primary caregivers who nurture, guide, and support their children’s development. In early childhood, particularly during the kindergarten years, middle-aged mothers play a crucial role as their children’s first teachers, shaping foundational skills, behaviors, and values. This role carries deep cultural and personal significance, as mothering is widely recognized as a meaningful and socially valued responsibility across societies (Kruger, 2003). However, it is also highly demanding, requiring patience, emotional sensitivity, and a strong understanding of children’s developmental needs. These demands become more pronounced during the preschool years, when children may display impulsive or aggressive behaviors that require consistent guidance and effective behavioral management. At the same time, middle-aged mothers may face additional social, psychological, and biological challenges, including those associated with the menopausal transition (Thomas et al., 2018), which can influence their capacity to respond to these demands.

In this context, middle-aged mothers with kindergarten-aged children often encounter difficulties that affect both their well-being and their effectiveness as primary educators at home. Increased physical and emotional stress is common as they attempt to balance parenting responsibilities with work and other obligations. This dual burden can lead to fatigue and burnout, which may, in turn, affect the quality of their engagement in their children’s early learning experiences (Ali & Rahman, 2023). Similarly, middle-aged mothers frequently experience physical and psychological exhaustion, limiting their ability to manage multiple roles effectively and consistently support their children’s developmental needs (Tornu et al., 2023).

In the District of Batan in the Philippines, many middle-aged mothers remain actively involved in supporting their children’s early education, particularly during the kindergarten stage. Despite their commitment, they often struggle to balance household responsibilities with their role as facilitators of learning at home. These challenges highlight the complexities of their dual role as caregivers and educators and underscore the importance of understanding their lived experiences to better support their well-being and their children’s early development.