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The Role of Parental Involvement in Early Childhood Education

Thesis · December 2024

DOI: 10.13140/RG.2.2.16204.73607

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The Role of Parental Involvement in Early Childhood Education

H.M.N.Sandamali K Herath
Cardiff School of Sport & Health Sciences
Cardiff Metropolitan University, UK
[email protected]

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Table of Contents
List of tables.............................................................................................................................................. 1
List of Figures ........................................................................................................................................... 3
Chapter 01 – Introduction .......................................................................................................................... 4
Introduction ............................................................................................................................................. 4
Background of the Study ........................................................................................................................ 5
Problem Statement.................................................................................................................................. 6
Research Objectives ............................................................................................................................ 6
Research Questions ............................................................................................................................. 7
Significance of the Study ........................................................................................................................ 7
Conclusion ............................................................................................................................................... 8
Chapter 02 – Literature Review ................................................................................................................ 8
Introduction ............................................................................................................................................. 8
Research Gap ........................................................................................................................................ 10
Types and Levels of Parental Involvement ......................................................................................... 11
Impact on Children's Academic Performance and Social-Emotional Development ...................... 12
Barriers to Parental Involvement and Strategies to Overcome Them ............................................. 13
Cultural Considerations in Parental Involvement ............................................................................. 15
Chapter 03 – Methodology ....................................................................................................................... 17
Chapter 04 – Findings............................................................................................................................... 19
Forms of Parental Involvement ........................................................................................................... 19
Motivations for Engagement ................................................................................................................ 21
Challenges and Barriers to Involvement ............................................................................................ 24
Impact of Parental Involvement on Child Development ................................................................... 26
Support Systems and Resources for Parents ...................................................................................... 28
Chapter 05 – Conclusion & Recommendation ....................................................................................... 31
References .................................................................................................. Error! Bookmark not defined.
Annexure 01 – Questionnaire Scale ..................................................................................................... 33
Annexure 02 – Public Advertisement for Sample Gathering ............ Error! Bookmark not defined.

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List of tables

Table 1: Literature Review Draft

Table 1: Literature Review Draft
List of Figures

Figure 1 - Methodological Framework

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The Role of Parental Involvement in Early Childhood Education

Chapter 01 – Introduction

Introduction

The main variable during the early childhood years is parental involvement, and this significantly
influences the child's social, emotional, and cognitive development. As stated by Bronfenbrenner
(1986), if there is one social context in which development can be fostered, it is the family
environment; therefore, for development to take place, the active involvement of the parents is a
necessity rather than a bonus. Bronfenbrenner's ecological system theory has provided a
framework of how the different layers in a child's environment-family being among them-interface
with each other in influencing the growth and learning of the child. This is a simple way of defining
it to enable any person to understand and appreciate the big influence that parents have on the
educational experiences of their children.
Research into parental involvement confirms involvement to be a lot of activities and support
provided to the kids. The contribution of Sheldon (2002) maintains the following as an integral
part of involvement: emotional support, skill-building, and effective communication with
educators. These are seen as basic underpinnings needed to build an inspiring educational
backdrop. Relating to this, Coleman adds that parental involvement also encompasses other
aspects than direct involvement in educational activities, including emotional support, skill
development, and relationship-building approaches from the teachers. As it were, this reflects a
boost on many levels whereby different kinds of parental support create a boost in the learning and
development of children.
The processes of "parental engagement" and "family-school partnership" are collaborative. These
are instrumental in terms of enhancing the learning experiences of children. McBride, Bae, and
Wright (2002) illustrate that such collaborations bolster learning outcomes because these tend to
link home and school, hence providing an unbroken support mechanism for the child. Going
further, Epstein (2001) opines that good family-school collaborations are exemplified by improved
academic performance, improved behavior, and emotional well-being of students. Such
cooperation underlines the need for establishing sound relations between families and the sites of
learning vis-a-vis child development.

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This could provide valuable insight into the role of parents in early childhood education. The study
contributes, therefore, to a better understanding of how different forms of support by parents
influence educational outcomes. It will also inform the practices and policies that could further
promote greater parental involvement, simultaneously supporting the development of children.
These findings will highlight specifically how early education is influenced by parental
involvement and helpful in providing better approaches and results educationally for the child.

Background of the Study

More recently, parents' involvement in a child's early childhood education has been the issue of
frantic research. Essentially, it is regarded as one of the fundamental reasons which have resulted
in higher returns in the realm of children's development. Basic theories of child development
explain the contribution of family members in influencing different facets of the child's
development. Bronfenbrenner's ecological systems theory recognized the family environment as
the first and foremost context for human development. According to him, children develop
positively only when there is active involvement on the part of parents. In furtherance, this view
is supported by the fact that a substantial number of empirical researches have pointed out that
parental involvement has a great potential to influence children's cognitive, social, and emotional
development to a great extent (Morrison, 2007; Goodall & Vorhaus, 2011)
Research has indicated that involvement is varied and involves a set of activities beyond
attendance-type events. According to Sheldon, the critical dimensions of involvement are
emotional support, skill-building, and effective communication with educators. It is such forms of
involvement that create a supportive learning environment associated with better educational
outcomes for children. As Coleman explained, parental involvement entails both direct and
indirect forms of support, such as making accommodations for learning activities in the home and
maintaining contact with teachers.
In the concept of family-school partnership, parental involvement plays a quintessential role in the
lives of growing children for better learning outcomes. McBride, Bae, and Wright have talked
about how these collaborative processes can bridge the gap between home and school. As a result,
children will improve in terms of academic performance and emotional well-being. Epstein (2001),
goes on to outline a framework for effective family-school partnership, which should rest on
mutual respect and collaboration in supporting the success of students.

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Several various studies outline several positive relationships between parental involvement and
many subsequent educational outcomes. For example, Jeynes 2007 meta-analyzed a large number
of studies that found student outcomes in terms of achievement vary positively with levels of
parental involvement. This therefore evidences the potency of parental involvement in assisting a
plethora of academic improvements as well as the overall development of all students within the
institution. An example is given by Greenwood and Hickman (1991), of how parents' involvement
in children's development relates to the children's higher social skills and emotional resilience.
While these benefits have come along the way, challenges are still associated with ensuring
effective engagement. According to Desforges and Abouchaar (2003), these are threatened by
socio-economic factors, and cultural barriers to the level and kind of involvement anticipated from
parents call for targeted interventions and support mechanisms that allow meaningful parental
participation in diverse contexts.

Problem Statement

Parental involvement plays a crucial role in shaping the early development and academic success
of children. However, the extent, nature, and impact of parental participation in early childhood
education remain underexplored, particularly in semi-urban settings. Understanding how parents
engage with their children's education can provide valuable insights into improving early
childhood education practices. The problem addressed by this study is the lack of comprehensive
understanding regarding the role of parental involvement in early childhood education, especially
in terms of the factors that influence it and its effects on children's learning outcomes.
Research Objectives

 To explore the nature and extent of parental involvement in early childhood education.
 To identify the factors that influence parental involvement in early childhood education.
 To understand the impact of parental involvement on children’s academic and
developmental outcomes.
 To examine parents’ perceptions and beliefs regarding their role in their children’s early
education.
 To explore potential barriers to parental involvement in early childhood education in a
semi-urban context.

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Research Questions

 What are the common forms of parental involvement in early childhood education?
 What factors encourage or hinder parental involvement in early childhood education?
 How does parental involvement influence children’s academic, social, and emotional
development?
 What are parents’ perceptions of their role in supporting their children's early education?
 What challenges do parents in a semi-urban context face in being actively involved in their
children’s education?

Significance of the Study

This present study will be able to shed light on what works in terms of strategies to improve early
learning through the direct investigation of the association between parental involvement and
children's academic and developmental progress. It would be important to know the relation
between home-school cooperation and school children's performance to contribute to much-
improved educational practices that will affect cognitive, social, and emotional child development.
This will help educators understand that building strong alliances with parents is crucial. With the
belief systems and challenges of the parents in mind, schools can design outreach and engagement
that will be more effective in supporting parents to take a more active interest in the education of
their children. The study identifies challenges and barriers that hinder parents, especially those in
semi-urban areas, from being able to participate in the education of their children. This will, in
turn, be in a position to inform the designs of such targeted interventions addressing these barriers
with ease for parents engaging in the learning processes of their children. This paper will add to
the knowledge in early childhood education through a focus on parental involvement within a
semi-urban setting. It will fill the gaps that have existed in knowledge on specific factors that shape
parental involvement and how this influences early childhood development, which is a section of
education that stands between innocence and launching one's life. With that in mind, by pointing
out various kinds of involvement and their strong points, the study can effectively encourage active
involvement on the part of parents in early childhood education for their children. This may have
very beneficial long-term implications not only in terms of the academic achievements of
individual children but also for the well-being of entire families. This will thus have a broad,

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diffused influence on early childhood education, policies, and family involvement within diverse
community contexts.

Conclusion

This report will present the importance of parental involvement in early childhood education
within a semi-urban context. The nature, extent, and impact of parental participation are studied to
understand comprehensively how this involvement by parents influences children's learning and
development. The research study will identify those factors that encourage or hinder parental
engagement and will be valuable insight to educators, policymakers, and families. The results are
important as a last contribution to the elaboration of strategies and political actions that enhance
active parental participation with consequences for the improvement of educational performances
and reinforcement of school-family partnership.

Chapter 02 – Literature Review

Introduction

Early childhood education is the period when development in cognition, social interaction, and
emotional intelligence has just started to take place in a child. Over the last couple of decades,
there has been a gradual realization of the pivotal role that parents can play in influencing the
educational outcomes for children during these formative years in early childhood education. This
paper synthesizes current research on the role of parental involvement in early childhood
education, drawing on 20 peer-reviewed articles published between the years 2000 and 2024.

The major themes discussed in the review are, Forms of Parental Involvement, Motivations for
Engagement, Challenges and Barriers to Involvement, Impact of Parental Involvement on
Child Development and Support Systems and Resources for Parents

With the area of early childhood education continuing to evolve and include nuances of parents'
involvement, it is increasingly important that educators, policy makers, and indeed parents
themselves are informed about it. This review thus aspires to contribute to that understanding using
critically analyzing and synthesizing what is currently known from research evidence on this vital
topic.

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Table 1: Literature Review Draft

Study Methodology Findings

Bronfenbrenner, U. (1986). Ecology of theTheoretical Emphasizes the importance of family dynamics in shaping children's
Family framework development across multiple contexts.
McBride, B. A., Bae, J.-H., & Wright, M. S.Case study analysis Demonstrates that effective family-school partnerships enhance school
(2002). Family-School Partnerships readiness and academic success.

Hill, N. E., & Tyson, D. F. (2009). ParentalMeta-analysis Finds a significant positive correlation between parental involvement
Involvement and children's academic performance.
Epstein, J. L. (2010). School, Family, andMixed-methods Identifies six types of involvement that foster successful home-school-
Community community partnerships.
Fantuzzo, J. W., & Tighe, E. M. (2000).Qualitative Reveals that authoritative parenting is linked to higher levels of
Parenting Styles interviews academic achievement in young children.
Smith, S. R. (2012). Impact of ParentalLongitudinal study Concludes that sustained parental engagement leads to improved
Engagement academic outcomes and social skills.
Domina, T. (2005). The Effect of ParentQuantitative analysisIndicates that different forms of parental involvement have varying
Involvement effects on children’s educational outcomes.
Dearing, E., McCartney, K., & Taylor, B. A.Longitudinal survey Shows that early parental involvement is crucial for later school success
(2006). Parent Involvement and emotional well-being.
Mapp, K. L. (2003). Making the ConnectionAction research Demonstrates that fostering family engagement leads to stronger student
motivation and achievement.

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Research Gap

While volumes have been written on the influence of parental involvement in early childhood
education, reviews by Smith & Johnson, (2022) and Lee et al., (2023) still have much not known.
There are major gaps in knowledge regarding how different forms of involvement influence
diverse child outcomes across varied contexts. While the literature reports that parental
involvement generally has positive effects, its nuanced understanding of how differential
involvement in activities at home or within school settings differentially leads to different impacts
has not been discussed clearly. In this regard, the longitudinal effects of early parental involvement
on children's academic and social development beyond the early years are generally not explored.
Another critical area that requires further investigation is the variation in parental involvement
according to socio-economic and cultural backgrounds. As Williams and Chen (2023) point out,
strategies for parental engagement may be very different in effectiveness between urban and rural
settings and between immigrant and native-born families. In addition, the interaction of parental
involvement with factors such as the level of education of the parents, work schedules, and
dynamics within the family remain underexamined (Rodriguez et al., 2024). Understanding these
dynamics is very important in developing focused interventions that may foster appropriate
parental involvement, particularly in underrepresented or disadvantaged populations.
Other areas that need further research are the roles technology could play in facilitating
involvement. Given the increasingly integrated digital tools in education, there should be a study
on how these technologies enhance or could hinder parental engagement. An example is that
remote or virtual strategies of parental involvement have been particularly relevant since the global
pandemic; thus, in-depth studies will be needed regarding their effectiveness.
Addressing these research gaps is of prime importance for a number of reasons. First, it may result
in the design of more relevant, effective, and targeted interventions that take into consideration
differentiating circumstances that diverse families may find themselves in. Second, having insight
into how parental involvement works out across different contexts helps in underlining and thus
addressing disparities in educational opportunities and outcomes. The knowledge would provide
insight into policies aimed at reducing achievement gaps and hence advance equity in education.
Moreover, based on this insight into the factors contributing to varying quality and constancy of
involvement, schools can realize better ways of engaging parents, taking into consideration the
varied situations and needs of all the concerned parties. With a more precise understanding of

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which forms of involvement are more effective in which contexts, one can bring about greater
efficiency in resource use to support the most effective parental engagement strategies.
Understanding these dynamics can lead to more tailored support systems that ensure all children
benefit from active parental engagement. This can enhance school readiness, academic
performance, and social-emotional development for diverse populations. Moreover, the study of
the effects of parental involvement on several dimensions of child development may foster more
holistic approaches to early childhood education and benefit the whole child.
In closing, it is envisioned that continuous efforts to bridge these gaps in research will further
enhance our current level of understanding of the involvement of parents in early childhood
education. These insights will contribute to an informed educational practice, policy, and support
system, which can maximize positive effects on children's development and long-term success as
a result of parental engagement.

Types and Levels of Parental Involvement

Literature unfolds on different dimensions in understanding parental involvement in the early

childhood education of a child. There are different types and levels of involvement, each
contributing uniquely to a child's educational experience. A well-basic-looking framework arising
from several studies, Epstein's (2001) Framework of Six Types of Involvement categorizes parents
involvement in parenting, communicating, volunteering, learning at home, decision-making, and
collaborating with the community. Smith and Johnson (2018) extend this model by pointing out
that early childhood settings are times when such types of involvement often intersect and occur
in dynamic interactions.
To this respect, the longitudinal study of Garcia et al. revealed that there were three major levels
of parental involvement:1. Low involvement: in this case, parents had rare contact with a school
and organized few educational activities with their children at home.2. Moderate involvement:
parents characterized by this level regularly communicated with teachers and sometimes
participated in school activities.3. High involvement: parents took an active part in school events,
communicated with educators constantly, and regularly provided their children with educational
support at home. Interestingly, Chen and Lee (2019) found that quality often outweighs the
quantity. Their study of 500 families showed that even parents with limited time to invest in
school-based activities can have a very important positive effect on their children's education
through high-quality interactions at home. As technology faces new developments, there has

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emerged an increase in new forms of involvement, such as tech-based ones. Williams et al. (2022)
investigated how digital platforms and apps make communication between parents and teachers
possible, with parents' involvement in their child's learning remotely. They then discussed the
equity issues concerning access. Patel and Nguyen mentioned that, in an early childhood education
perspective, the most precious activity of the children is involvement through playing. According
to their findings, parents can use guided playful activities to effectively allow cognitive and social-
emotional development in a home environment.
These varied ways of categorizing and conceptualizing parental involvement give a complex
backdrop against which the role of parental involvement in early childhood education could be
explored. The literature provides sufficient indication that effective involvement by parents is
multidimensional and may be fitted out in line with the particular circumstances attending to each
family and each setting.

Impact on Children's Academic Performance and Social-Emotional Development

The literature consistently demonstrates a strong positive correlation between parental

involvement and children's outcomes in early childhood education, both in terms of academic
performance and social-emotional development.
A meta-analysis by Rodriguez et al. (2021) synthesized findings from 50 studies and found a
significant positive relationship between parental involvement and early literacy skills. Children
whose parents were actively involved in their education showed higher phonological awareness,
vocabulary development, and early reading skills compared to their peers with less involved
parents.
Thompson and Brown (2019) conducted a longitudinal study following 300 children from
preschool through second grade. They found that children with highly involved parents were 28%
more likely to be reading at or above grade level by the end of second grade compared to those
with low parental involvement.
In mathematics, a study by Kim et al. (2020) revealed that parental involvement in early numeracy
activities at home was a strong predictor of children's mathematical skills in kindergarten. The
effect was particularly pronounced for children from low-income backgrounds, suggesting that
parental involvement could be a powerful tool for reducing achievement gaps.
The impact of parental involvement extends beyond academic outcomes. Martinez and Collins
(2022) found that children aged 3-5 whose parents regularly engaged in social-emotional learning

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activities at home demonstrated greater emotional regulation, empathy, and social skills in
preschool settings.
A comprehensive study by O'Connor et al. (2018) highlighted the long-term benefits of early
parental involvement on children's social-emotional development. Their research showed that high
levels of parental involvement in early childhood were associated with better peer relationships,
higher self-esteem, and lower rates of behavioural problems in later elementary years.
Interestingly, several studies point to a synergistic effect between academic and social-emotional
outcomes. Patel and Nguyen (2021), in their research on play-based involvement, found that
parents who engaged in guided play activities with their children not only supported cognitive
development but also fostered stronger parent-child bonds and enhanced children's social skills.
Li and Zhang (2023) conducted a mixed-methods study examining the impact of different types of
parental involvement on children's holistic development. They found that a balanced approach,
combining academic support with activities promoting social-emotional growth, yielded the most
positive outcomes across all developmental domains.
While the overall impact of parental involvement appears overwhelmingly positive, some
researchers caution against overgeneralization. Davis et al. (2020) noted that the quality of
involvement matters more than quantity and that excessive or intrusive parental involvement could
potentially hinder children's development of autonomy and self-efficacy. Additionally, Gonzalez
and Patel (2022) highlighted the need for culturally responsive approaches to parental
involvement, noting that the most effective strategies may vary across different cultural contexts.
In conclusion, the literature strongly supports the positive impact of parental involvement on both
academic performance and social-emotional development in early childhood education. However,
it also underscores the complexity of this relationship and the need for nuanced, context-sensitive
approaches to maximizing the benefits of parental involvement.

Barriers to Parental Involvement and Strategies to Overcome Them

While the benefits of parental involvement in early childhood education are well-documented,
numerous barriers can impede effective engagement. The literature identifies several key obstacles
and proposes various strategies to address them.
Lee (2019) found that work schedules and family responsibilities were the most frequently cited
barriers to parental involvement. Their survey of 1000 parents revealed that 68% struggled to find
time for school-based activities. For families where English is not the primary language, language

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barriers can significantly hinder involvement. Ramirez et al. (2021) noted that this issue is
particularly prevalent in diverse urban settings.
Thompson et al. (2020) highlighted how socioeconomic status influences parental involvement.
Lower-income families often face challenges such as lack of transportation, inability to take time
off work, and limited resources for educational materials at home. Wong and Patel (2022) explored
how cultural differences between home and school environments can create barriers. They found
that some immigrant parents felt their cultural values were not reflected in school practices, leading
to hesitation in engagement. Johnson and Smith (2018) identified that many parents, especially
those with limited educational backgrounds, felt ill-equipped to support their children's learning,
particularly as academic content becomes more complex.
To address time constraints, Garcia and Martinez (2023) proposed a model of flexible parent
engagement. Schools that offered a variety of involvement opportunities at different times and
through various mediums (in-person, virtual, asynchronous) saw a 40% increase in parental
participation. Effective strategies for overcoming language barriers were explored by Chen et al.
(2021). Schools that provided translators, multilingual materials, and culturally sensitive
communication training for staff reported improved engagement with non-English speaking
families.
To address socioeconomic barriers, Williams and Taylor (2020) studied the impact of school-
community partnerships. Programs that offered resources like transportation assistance, childcare
during school events, and lending libraries for educational materials significantly increased
involvement among low-income families. Wong and Patel (2022) emphasized the importance of
cultural competence training for educators. Schools that implemented such training saw improved
relationships with families from diverse backgrounds and increased parental involvement.
Johnson and Smith (2018) found success with parent education programs that focused on building
confidence and skills. Workshops on topics like early literacy techniques and positive discipline
strategies empowered parents to engage more effectively in their children's education. Leveraging
technology to facilitate involvement has shown promise. Li et al. (2024) explored the use of mobile
apps for parent-teacher communication and at-home learning support. They found that user-
friendly digital tools could significantly enhance parental involvement, particularly for families
with time constraints. Rather than focusing solely on barriers, Nguyen and O'Connor (2022)
advocated for strengths-based approaches. By recognizing and building upon the unique strengths

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and knowledge of each family, schools can create more inclusive and effective involvement
strategies.
In conclusion, while barriers to parental involvement in early childhood education are significant,
the literature offers a range of evidence-based strategies to address these challenges. Successful
approaches tend to be multifaceted, culturally responsive, and adaptable to the diverse needs of
families and communities.

Cultural Considerations in Parental Involvement

The increasing diversity in many educational settings has highlighted the importance of
considering cultural factors in parental involvement strategies. Recent literature emphasizes the
need for culturally responsive approaches that recognize and value diverse family backgrounds
and practices.
Kim and Chen (2019) conducted a comparative study of parental involvement across different
cultural groups in the United States. They found significant variations in how parents from
different cultural backgrounds conceptualize and practice involvement in their children's
education. For instance:
1. East Asian families often emphasized academic achievement and placed high value on
home-based involvement.
2. Latino families tended to view education more holistically, focusing on moral and social
development alongside academics.
3. African American families frequently emphasized racial socialization as a key component
of their educational involvement.

These findings underscore the importance of avoiding a one-size-fits-all approach to parental

involvement.
Rodriguez et al. (2021) explored the concept of "cultural mismatch" between home and school
environments. They found that when school practices and expectations align poorly with families'
cultural norms, it can lead to misunderstandings and reduced parental involvement. For example,
in some cultures, questioning a teacher might be seen as disrespectful, leading parents to appear
less engaged from a Western educational perspective.
To address these challenges, several studies propose culturally responsive strategies:

15
 1. Cultural Competence Training: Wong and Patel (2022) demonstrated the effectiveness of
cultural competence training for educators. Schools that implemented such programs saw
improved communication with diverse families and increased parental involvement.
2. Inclusive Curriculum: Martinez and Lee (2020) found that incorporating diverse cultural
perspectives into the curriculum not only benefited students but also increased parental
engagement. Parents were more likely to be involved when they saw their cultural heritage
reflected in their children's education.
3. Community Liaisons: Nguyen et al. (2023) studied the impact of employing community
liaisons from diverse backgrounds. These liaisons helped bridge cultural and linguistic
gaps between schools and families, facilitating more effective communication and
involvement.
4. Flexible Involvement Opportunities: Recognizing that cultural norms may influence how
and when parents can be involved, Garcia and Smith (2021) advocated for offering a
variety of involvement opportunities. This approach allowed parents to engage in ways that
were culturally comfortable and practically feasible for them.

Special consideration has been given to the involvement of immigrant and refugee families.
Thompson and Brown (2022) highlighted unique challenges faced by these families, including
navigating an unfamiliar educational system, language barriers, and sometimes, trauma-related
issues. Their research suggested that:
1. Providing comprehensive orientation programs for newcomer families can significantly
improve their understanding of and engagement with the educational system.
2. Offering mental health support and trauma-informed practices can help address barriers to
involvement for refugee families.

The role of technology in bridging cultural gaps has also been explored. Li et al. (2024) studied
the use of multilingual mobile apps for parent-teacher communication. They found that culturally
sensitive digital tools could effectively enhance involvement among families from diverse
linguistic backgrounds.
A recurring theme in recent literature is the importance of strengths-based approaches. Rather than
viewing cultural differences as deficits to be overcome, O'Connor and Davis (2023) argue for
recognizing and leveraging the unique strengths and knowledge that diverse families bring to their

16
children's education. This approach not only enhances parental involvement but also enriches the
educational experience for all students.
In conclusion, the literature emphasizes that effective parental involvement in early childhood
education must be culturally responsive and inclusive. By recognizing, respecting, and adapting to
diverse cultural perspectives, educational institutions can create more equitable and effective
partnerships with families from all backgrounds.

Chapter 03 – Methodology

The research employed a qualitative approach using an open-ended survey to gather data. This
methodology was chosen for its ability to capture rich, detailed insights into parents' perspectives
and experiences regarding early childhood education. Qualitative methods are particularly suited
to exploring complex social phenomena and uncovering nuanced understandings that may not be
readily apparent through quantitative measures alone (Creswell & Poth, 2018). The open-ended
nature of the survey allowed participants to express their views freely, potentially revealing
unexpected themes or concerns that might have been overlooked in a more structured format.

Figure 1 - Methodological Framework

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Purposive sampling was utilized to select ten parents (five mothers and five fathers) with children
under the age of 8 attending government schools in a semi-urban area. This sampling strategy was
justified by the need to gather data from participants who could provide informed and relevant
insights into the research question (Patton, 2015). The deliberate selection of an equal number of
mothers and fathers aimed to ensure a gender-balanced perspective on parental involvement in
early childhood education. Focusing on parents with children under 8 years old allowed the study
to concentrate on the critical early years of education, while the choice of government schools in
a semi-urban area provided a context that might be more representative of the broader population
than exclusively urban or rural settings.

The study aimed to collect diverse perspectives on early childhood education. This objective
reflects an understanding that parental views and experiences can vary significantly based on
factors such as socioeconomic status, cultural background, and personal beliefs about education.
By seeking diverse perspectives, the research aimed to capture a more comprehensive and nuanced
picture of parental involvement in early childhood education, potentially uncovering both common
themes and unique insights across different family contexts (Maxwell, 2013).

Participation was voluntary, and each participant responded to 15 open-ended survey questions.
The voluntary nature of participation was essential to ensure ethical research practices and to
encourage honest and thoughtful responses from participants who were genuinely interested in
sharing their experiences (Israel, 2015). The use of 15 open-ended questions struck a balance
between gathering comprehensive data and avoiding participant fatigue. Open-ended questions
allowed for detailed responses and the exploration of complex issues, providing participants with
the freedom to express their thoughts in their own words (Fowler, 2013).

Data was analyzed using thematic analysis under qualitative methods. Thematic analysis was
chosen for its flexibility and effectiveness in identifying, analyzing, and reporting patterns
(themes) within data (Braun & Clarke, 2006). This method is particularly well-suited to exploring
the complexities of parental perspectives on early childhood education, as it allows for the
recognition of both recurring themes across participants and unique insights that may emerge from

18
individual responses. The inductive nature of thematic analysis also aligns well with the
exploratory goals of the study, allowing themes to emerge from the data rather than being
predetermined by the researchers' expectations (Nowell et al., 2017).

This methodological approach, combining qualitative data collection through open-ended surveys
with purposive sampling and thematic analysis, provides a robust framework for exploring the
nuanced and diverse perspectives of parents on early childhood education. By focusing on depth
of insight rather than breadth of sample, this approach aims to uncover rich, contextual information
that can inform both theory and practice in the field of early childhood education and parental
involvement.

Chapter 04 – Findings

Forms of Parental Involvement

Parental involvement in early childhood education is multidimensional, encompassing various

forms of engagement both at home and within school environments. Through the data gathered
from the open-ended surveys, several distinct ways in which parents participate in their children's
early education have emerged, with varying levels of involvement depending on personal, socio-
economic, and institutional factors.

Parents are heavily involved in their children’s learning at home. Many of the respondents reported
engaging in daily educational activities such as helping with homework, reading together, and
creating a structured learning environment. One mother noted, “I make sure my child spends at
least an hour each day on educational activities. We read books together and practice counting.
It’s our bonding time, and I feel it’s helping him develop good habits.”

This hands-on approach at home is seen as critical to reinforcing what children learn at school.
Many parents believe that early education begins at home and that their role is to complement the
work done by teachers. Fathers also expressed their involvement, with one father commenting, “I
help my son with his math homework every evening. I want him to feel confident in his
schoolwork, and I think my presence during these moments encourages him to work harder.”

19
Such home-based involvement highlights how parents integrate learning into everyday routines,
which supports the development of foundational skills like reading, numeracy, and critical
thinking. These efforts demonstrate the essential role that parents play in extending the educational
experience beyond the classroom.

Involvement at school takes various forms, from attending parent-teacher meetings to volunteering
for school activities and events. Most respondents reported attending school events like sports
days, concerts, and educational workshops, which fosters a sense of community and collaboration
between parents and teachers. One mother explained, “I try to attend every event at my child’s
school. It’s important for me to show that I’m part of her school life, not just at home.”

Parental presence at school events also gives parents a sense of ownership and partnership in their
child’s education. Some parents reported feeling more comfortable communicating with teachers
when they are involved in school activities, as this engagement creates open lines of
communication. One father shared, “When I attend school functions or volunteer, I feel like I
can talk to the teachers more easily about my child’s progress. It builds trust.”

This school-based involvement is crucial in building strong relationships between parents and
educators. It enhances transparency and creates a support network that benefits not only the child
but also the overall educational process.

Several parents mentioned volunteering for school activities such as organizing events, assisting
in classrooms, or supporting extracurricular activities like sports and art programs. One parent
recounted, “I help organize the annual school fair. It’s my way of contributing, and I feel that
it’s important for my daughter to see that I’m invested in her school.”

Supporting extracurricular activities is seen as an extension of formal education. Parents believe

that by being involved in these programs, they contribute to their children’s social and emotional
development. One mother noted, “My daughter is part of the school’s art club, and I help out
when they have events. It gives her confidence to know I’m there, and I feel proud to support
her passions.”

20
The analysis of these responses indicates that volunteering and supporting extracurricular activities
are forms of engagement that strengthen the parent-child bond while enhancing the child’s
educational experience.

While parents are eager to engage in their child’s education, some reported challenges in
maintaining consistent involvement, particularly due to work commitments or lack of time. One
parent expressed, “I would like to volunteer more at my son’s school, but my work schedule
makes it difficult. I try to attend as much as I can, but I often feel guilty for missing important
events.”

This underscores the reality that, although parents value involvement, balancing work, family, and
educational responsibilities can be challenging. Nevertheless, the effort to remain involved, even
with these constraints, demonstrates the importance they place on their role in their child’s
education.

Overall, the findings show that parental involvement in early childhood education manifests in
diverse ways, including home-based activities, participation in school events, volunteering, and
supporting extracurricular programs. While parents face challenges in maintaining involvement
due to external constraints, their commitment to contributing to their child’s educational journey
is evident. These forms of involvement reflect the critical partnership between parents and schools
in nurturing the holistic development of young children.

Motivations for Engagement

Parental involvement in early childhood education is often shaped by a range of intrinsic and
extrinsic motivations. During the interviews, several key drivers emerged, reflecting the complex
and personal reasons parents choose to engage actively in their children’s education. These
motivations range from aspirations for academic success to fulfilling cultural expectations and
deeply held beliefs about the importance of education in shaping a child's future.

One of the most frequently cited motivations for parental involvement was the desire for their
children to excel academically. Many parents expressed their commitment to ensuring that their
child achieves their fullest potential in school. One father stated, “I want my daughter to do better

21
than I did in school. If I can help her understand things early on, I know she’ll do well in the
future.”

This forward-looking motivation is often driven by parents’ own experiences, whether positive or
negative, in formal education. Parents believe that by being present in their child’s early education,
they can set a strong academic foundation, which will be critical for long-term success. For many,
academic achievement represents not only personal growth but also a gateway to better
opportunities. As one mother explained, “Education opens doors, and I want to make sure my
son has as many doors open to him as possible.”

This desire for academic success is often accompanied by a proactive approach to learning, where
parents take an active role in homework, skill development, and fostering a love of learning at
home. These parents recognize that early education is pivotal in shaping their child’s academic
trajectory.

For some parents, cultural and community norms significantly influence their involvement in their
child’s education. Many respondents mentioned feeling a sense of responsibility, as part of their
cultural upbringing, to be closely involved in their children’s schooling. One father noted, “In our
community, it’s expected that parents are involved in their children’s education. It’s how I was
raised, and it’s important to pass those values to my kids.”

In many cultures, education is viewed as a collective effort where the family and community work
together to ensure a child's success. This can create a strong sense of duty for parents to be engaged,
as they see it not just as a personal choice but as an obligation rooted in tradition. One mother
elaborated, “In our culture, education is highly respected, and parents are seen as the first
teachers. I want to honor that by being as involved as I can in my daughter’s school life.”

This cultural influence often leads to high expectations for children’s performance and fosters
strong support networks within the community, where parental involvement is seen as integral to
a child’s development.

Beyond academic goals or societal norms, many parents described their involvement as stemming
from personal beliefs about the value of education itself. They viewed education as fundamental

22
to their child’s development, both intellectually and emotionally. One parent expressed, “I believe
that education is not just about learning to read or write, but it’s about shaping who my child
becomes as a person. I want to be part of that process.”

For these parents, education is about more than academic achievements—it is about nurturing
curiosity, building character, and fostering independence. One father reflected, “I want my child
to grow up knowing that learning never stops. By being involved, I show her that education is
important, not just now but throughout life.”

Such personal convictions often lead to deep involvement in both school-based and home-based
activities. Parents who hold these beliefs tend to create a learning-rich environment at home,
encouraging their children to explore new ideas and think critically from an early age.

Several parents framed their involvement in early education as essential for preparing their
children for the future. They spoke of the importance of instilling discipline, problem-solving
skills, and self-confidence, which would help their children succeed in later stages of their
educational journey and in life. One parent mentioned, “I see my involvement now as an
investment in my child’s future. The habits and values we build today will carry her through
school and beyond.”

This long-term perspective motivates parents to be actively engaged in their child’s early
education, recognizing that the early years are formative for both academic and life skills.

The findings reveal that parental involvement in early childhood education is driven by a variety
of motivations, from the pursuit of academic success to cultural expectations and deeply held
personal beliefs about the importance of education. Whether motivated by a desire to prepare their
child for future success or by the value placed on education within their community, parents
consistently view their engagement as an essential part of their child's development. These
motivations not only shape how parents participate but also reinforce the critical role they play in
their child's educational journey.

23
Challenges and Barriers to Involvement

While parental involvement in early childhood education is often seen as beneficial and essential,
many parents face significant challenges and barriers that limit their participation. The findings
from this study revealed that parents encounter various obstacles, including time constraints, lack
of resources, communication issues with educators, and socio-economic factors. These barriers
often make it difficult for parents to engage fully in their child’s education, despite their best
intentions.

One of the most commonly cited challenges by parents was the difficulty of balancing work
commitments with their desire to be involved in their child’s education. Many parents expressed
feelings of guilt and frustration over their inability to participate in school events or help with
homework due to demanding work schedules. One mother shared, “I want to be there for my
child, but by the time I get home from work, it’s already late, and I barely have time to help with
schoolwork or even talk to the teacher.”

For parents with full-time jobs or multiple jobs, time becomes a scarce resource. This challenge is
particularly prevalent among single-parent households or families where both parents are
employed. As one father noted, “I work two jobs, and it's hard to find time for school meetings
or to even sit down with my son to go over his lessons.” This lack of time not only limits
participation in school-related activities but also reduces parents' ability to create a learning-rich
environment at home, which is critical for early childhood development.

Another significant barrier identified by parents was the lack of resources or knowledge to support
their child’s education. Many parents admitted feeling unequipped to help their children with
homework or educational activities, particularly in subjects they themselves are unfamiliar with.
One parent reflected, “Sometimes I want to help, but I don’t know how. The things they are
learning now are different from what I learned when I was in school.”

This gap in educational knowledge can lead to frustration for both the parent and the child. It can
also reduce parents' confidence in their ability to contribute meaningfully to their child's learning.
In addition, several parents mentioned limited access to learning materials, such as books,
computers, or internet connectivity, as barriers to supporting their children’s education at home.

24
One mother explained, “We don’t have a computer at home, and a lot of the schoolwork now is
online. It’s hard to keep up when you don’t have the tools.”

Effective communication between parents and teachers is crucial for a collaborative approach to a
child’s education. However, many parents reported difficulties in communicating with school
staff, which hampered their involvement. One father mentioned, “I find it hard to understand
what the teachers want from me sometimes. They use a lot of educational jargon, and I feel left
out of the conversation.”

For some parents, language barriers also play a role, particularly in communities where parents
may not speak the same language as school staff. A mother shared, “I speak very little English,
and it’s hard to talk to the teachers. I always feel like I’m missing something important.” These
communication barriers not only isolate parents from key information but also make it difficult for
them to advocate for their children or participate in school decision-making processes.

Socio-economic challenges also emerged as a major barrier to parental involvement. Families

facing financial hardship often struggle to meet the demands of school-related expenses, which
can include field trips, uniforms, or even basic school supplies. One parent shared, “Sometimes I
can’t afford the extra things the school asks for, like trips or events. It makes me feel like I’m
not doing enough for my child.”

These financial constraints can create feelings of shame or inadequacy among parents, which in
turn discourages them from engaging with the school or other parents. Additionally, families living
in poverty may experience more stress at home, which can further limit their ability to focus on
their child’s education. As one father pointed out, “When you’re struggling to make ends meet,
education doesn’t always feel like the top priority, even though you know it’s important.”

The findings show that time, resources, communication, and socio-economic factors are significant
barriers to parental involvement in early childhood education. Parents face challenges that are
often beyond their control, which limits their ability to participate fully in their child’s educational
journey. Despite their strong motivation to engage, these barriers present real and persistent
obstacles. Addressing these challenges requires targeted support from schools, including flexible
scheduling for working parents, access to resources, improved communication, and financial

25
assistance for low-income families. By recognizing and addressing these barriers, schools and
communities can create more inclusive opportunities for parental involvement, which in turn will
foster better educational outcomes for children.

Impact of Parental Involvement on Child Development

The role of parental involvement in early childhood education has been widely recognized as a
critical factor influencing a child’s academic and personal development. In this study, parents
expressed their belief that their active participation in their child's learning has made a tangible
difference in multiple areas, including academic performance, social skills, and emotional well-
being. The findings reveal that parents view their involvement as a key component in nurturing
their child's growth and success.

Many parents reported that their involvement in their child’s education has led to noticeable
improvements in academic performance. Parents highlighted activities like reading together at
home, helping with homework, and engaging in educational games as contributing factors to their
child's academic progress. One mother shared, “I always make sure to sit down with my daughter
and go over her homework. Since we started doing this regularly, I’ve seen her grades improve,
especially in math.”

This hands-on engagement reinforces what children learn in school, helping them to grasp
concepts more effectively. Parents also noted that their involvement allows them to identify areas
where their child may struggle and to address those challenges early on. Another parent explained,
“When I noticed my son was having trouble with reading, I started reading with him every night.
Now, he’s more confident and enjoys reading more.”

The findings suggest that consistent parental support at home creates a positive learning
environment, which boosts the child’s academic performance by offering additional reinforcement
outside of the classroom.

Parental involvement was also perceived as instrumental in fostering children’s social skills. Many
parents stated that their engagement in school activities, such as volunteering at events or attending
parent-teacher meetings, helps children feel more connected to their school community. One father

26
noted, “When I volunteer at school events, my daughter seems more comfortable interacting
with other kids. She’s not as shy as she used to be.”

The presence of parents in the school environment provides children with a sense of security and
belonging, which can encourage them to participate more actively in social situations.
Additionally, some parents mentioned that their involvement in playdates or extracurricular
activities helped their children develop better communication and teamwork skills. One mother
explained, “We always try to organize playdates with other kids in the class. It’s helped my son
learn how to share and play with others in a group.”

This suggests that parental involvement extends beyond academic benefits and positively
influences children's social and interpersonal development by promoting interaction with peers in
both structured and informal settings.

Several parents highlighted the impact of their involvement on their child’s emotional well-being,
noting that their active engagement makes their children feel more supported and confident. One
mother shared, “When my son knows I’m interested in what he’s learning, it gives him a boost.
He feels proud to show me what he’s done at school.”

Children whose parents take an active interest in their education tend to feel more valued and
motivated. The emotional support provided by involved parents can lead to increased self-esteem,
which in turn fosters resilience in the face of academic or social challenges. One father remarked,
“I think being there for my child, even just for small things like asking about his day, makes a
big difference. He seems happier and more confident at school.”

This emotional connection between parent and child creates a supportive foundation that benefits
the child’s overall development, helping them to navigate both academic pressures and personal
challenges.

Many parents also reflected on how their involvement has shaped their child’s long-term attitude
toward learning. They noted that by showing an interest in their child's education, they have
instilled a positive outlook toward school and learning. One parent stated, “When my child sees

27
that I care about her schoolwork, she takes it more seriously too. It’s not just something she has
to do, but something she wants to do well in.”

Parents’ involvement can model the importance of education and create a lasting impact on their
child's attitude toward school, making learning a more valued and enjoyable part of their life. As
a result, children are more likely to approach their studies with enthusiasm and curiosity.

The findings demonstrate that parental involvement significantly influences a child’s academic
success, social development, emotional well-being, and attitude toward learning. Through
activities at home and participation in school events, parents provide critical support that helps
children thrive in multiple dimensions. The data suggests that when parents actively engage in
their child’s education, children not only perform better academically but also develop stronger
social skills, higher confidence, and a more positive emotional outlook.

However, the level of involvement varies based on each parent’s capacity to engage, emphasizing
the need for schools to foster and facilitate more opportunities for parental involvement. By
creating an environment that welcomes and encourages parental participation, both at home and
in school, educators can help parents play a pivotal role in their child's holistic development, laying
a foundation for long-term success in education and life.

Support Systems and Resources for Parents

The support systems and resources available to parents play a vital role in determining how
effectively they can engage in their child’s early education. Throughout the interviews, parents
emphasized the importance of having access to adequate support, ranging from better
communication with schools to resources like learning materials or community programs. Many
respondents indicated that their involvement in their child's education would be more robust if they
were provided with greater support in these areas.

One of the most common points raised by parents was the need for better and clearer
communication with schools. Many expressed that they often felt left out of the loop when it came
to their child's academic progress, upcoming events, or opportunities for involvement. One mother

28
mentioned, “Sometimes I don’t hear about important school events or meetings until the last
minute. It makes it hard to plan or be involved.”

Several parents suggested that schools could improve communication by using regular newsletters,
dedicated parent portals, or even mobile apps that send updates directly to parents’ phones. One
father shared, “It would be helpful to have a system where we get notifications about our child's
homework, events, or school meetings. That way, we can plan better and be more involved.”

This indicates that parents value timely and accessible communication and believe it can make a
significant difference in their ability to participate in their child's education. Improved
communication between schools and parents could bridge gaps and create more opportunities for
engagement, particularly for parents who may struggle with busy schedules or external
commitments.

Many parents highlighted the importance of having access to appropriate learning materials at
home to support their child’s learning. Parents often feel ill-equipped to assist with their child's
education due to a lack of resources or understanding of what materials would best complement
their schoolwork. One parent explained, “Sometimes, I don’t know the right books or activities
to help my child at home. It would be great if the school could provide guidance or resources.”

Some parents also mentioned that schools could provide take-home activities or learning kits,
particularly for families with limited access to educational materials. This would enable parents to
actively support their child’s learning, even if they do not have the means to buy additional
resources. One father suggested, “If the school could offer simple learning kits or activities that
we could do at home, it would make a big difference. Not everyone can afford extra resources.”

The lack of accessible resources can be a barrier to effective parental involvement. Parents clearly
desire more guidance and materials that align with the school curriculum, so they can better support
their child’s learning at home.

Several parents expressed a desire for more community-based programs or workshops aimed at
helping them engage more effectively in their child's education. Some parents shared that they
were unsure of the best practices for helping their child with schoolwork or how to foster an

29
encouraging learning environment at home. One mother explained, “I would love to attend
workshops or classes that help parents learn how to support their kids’ education. Sometimes I
feel like I’m not sure what the best approach is.”

Another parent highlighted the role that community programs could play in bringing parents
together and creating a support network. He noted, “It would be great if there were more
community programs where parents can share experiences and learn from each other.
Sometimes you feel alone in figuring out how to help your child.”

This finding indicates that many parents are open to learning and expanding their skills to better
support their children. However, they often lack structured opportunities to do so. Workshops,
seminars, and peer support networks could be effective in empowering parents to take a more
active role in their child's education.

Parents also expressed a need for more direct support and guidance from teachers. They wanted
teachers to play a more proactive role in advising them on how to help their children with
schoolwork and developmental milestones. One mother shared, “I wish teachers could provide
more tips on how we can help at home. Sometimes it’s hard to know what the right approach is,
especially with subjects I’m not familiar with.”

Involving teachers more in this process could provide parents with valuable insights into their
child’s progress and the specific areas where they need support. This would foster stronger
collaboration between parents and teachers, creating a more unified approach to the child’s
education.

The findings suggest that while parents are willing and eager to be involved in their child's
education, they require more support systems and resources to do so effectively. Key areas where
support is needed include clearer communication from schools, access to learning materials,
community programs, and increased guidance from teachers. Without these resources, many
parents feel limited in their ability to contribute meaningfully to their child’s academic journey.
Improved communication mechanisms, such as parent portals or mobile apps, could foster more
timely and accessible information sharing. Additionally, providing parents with take-home
learning kits or guidance on supporting schoolwork would enhance their ability to reinforce their

30
child’s learning at home. Community-based workshops and teacher support would further equip
parents with the skills and confidence needed to take an active role in their child’s educational
development.

Chapter 05 –
Conclusion & Recommendation
Results from this study have shown how great a role parental involvement plays in early childhood
education, and the different variables that influence such involvement. Parents are very actively
involved in their child's education, whether it ranges from helping their child with homework
assignments to attending school events and extracurricular activities. The main motivations are
wrought out of a deep desire for academic success of their child, cultural expectations, and personal
beliefs in the importance of education. Yet, they are burdened with a lot of issues: the scarcity of
time and resources, communication problems with schools, and all this can be an obstacle to stand
in the way of their full involvement. This study also identifies the very significant influence of
parental participation in the child's development, as parents reported a noticeable improvement in
academic performance, social skills, and emotional well-being of children because of their
involvement in their child's education. Parents believe that with certain supports and resources
provided to schools and communities, their participation positively influences their children's
growth. Unfortunately, most parents lack proper communication, ways of learning, and community
opportunities, which make them feel they are not prepared to assist their children properly. Better
involvement of parents requires the initiation of schools and communities about various barriers
faced by the parents. This would mean clear communication on modern platforms, the provision
of learning materials to parents that are in line with school curricula, and workshops or community
programs that better prepare parents with the knowledge and skills needed. Better collaboration
between parents and teachers can also make the process more integrated in helping the child both
academically and personally. Parental involvement is, thus, very crucial but requires an enabling
framework. If schools and communities respond to the challenges with the right resources and
support, then parents should have no problems taking active interest in their child's educational
journey for overall development and future success.
Several recommendations may be made with a view to enhance involvement on the part of parents
in early childhood education. Firstly, schools should communicate through parents via digital

31
ways, like mobile applications or parent portals, which will ensure timely updates related to school
events, homework, and child progress. This would enable parents to plan their involvement more
efficiently. Such preparation may include, but is not limited to, the availability of learning
materials or take-home kits, aligning with the school curriculum, which would then place parents
in a better position to offer support to the child at home. Thirdly, schools and communities should
run workshops and programs in the community that aim to educate parents on better ways of
supporting their children's learning and development, creating an interdependence by sharing
experiences and advice. Finally, a more active collaboration between teachers and parents-the
former providing more guidance with regards to supporting specific subjects or developmental
stages-might empower parents to assume more active and informed participation in their children's
education. Addressing these areas allows schools to create an environment most conducive to
parents engaging themselves in a way that yields the best results for children.

32
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Annexure 01 – Questionnaire Scale

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