Authors:
Sipho Brightson Moyo, Vinnaras Nithyanantham
Addresses:
Department of Education, DMI St. Eugene University, Chibombo, Zambia, moyosipho266@gmail.com. Department of Education, School of Doctoral Studies, UNICAF, Cyprus, v.nithyanantham@unicaf.faculty.org.
Abstract:
This study delves into the multifaceted impacts of parental involvement in early childhood education programs, elucidating its pivotal role in shaping a child’s cognitive, emotional, and social development. By meticulously analyzing various parental engagement strategies, we highlight parents’ profound influence in fostering a conducive learning environment. Parental involvement, such as reading to children, participating in school activities, and providing supportive home learning experiences, significantly enhances cognitive development, leading to better academic performance. Emotionally, children with engaged parents often exhibit higher self-esteem and better stress management. Socially, these children tend to have improved communication skills and healthier peer relationships. Real-world examples illustrate the tangible outcomes of active parental participation, emphasizing its significance in laying the foundation for a child’s lifelong learning journey. For instance, a case study of a preschool program that integrates regular parent-teacher interactions showed marked improvements in children’s language skills and social behavior. This research contributes valuable insights to educators, policymakers, and parents, fostering a collaborative approach to optimize early childhood education outcomes. By understanding and promoting effective parental involvement, we can create a holistic educational environment that supports and nurtures every aspect of a child’s development, ensuring a strong start on their educational journey.
Keywords: Early Childhood Education; Parental Involvement; Collaborative Approach; Data Collection Method; Data Analysis; Traditional Authority (TA); Parent-Teacher Associations (PTAs).
Received: 24/12/2023, Revised: 19/02/2024, Accepted: 01/04/2024, Published: 01/06/2024
AVE Trends in Intelligent Techno Learning, 2024 Vol. 1 No. 1 , Pages: 47-60