Parental Involvement and Its Relationship to Literacy Skill of Pre-School Children

AUTHOR(S)

CLARENCE GAIL R. LABAJO

ABSTRACT

—— This research aims to discuss parents’ involvement in early childhood literacy development. It stems from the importance of parents’ roles in early childhood activities, especially those that develop literacy. So far, research on children development paradigm have only been done by looking at the factors within the family as an asset has not been investigated in the context of Indonesian culture. Therefore, research on parents’ effort in early childhood literacy development needs to be conducted. This research employs quantitative approach by examining learners and parents as the participants. The use of interviews are implemented to collect the data. Then, the data is analyzed through descriptive and correlation technique. Bronfenbrenner ecological theory is served as the framework to discuss the problems and understand the data presented in this research. The results of the study indicate that parents’ roles are tangible in early childhood literacy development. The conclusion can be drawn as follows: 1) parents perform literacy activities, for example, memorizing, using media and providing literacy-rich surroundings 2) supporting factors such as parents’ motivation is associated with parents’ involvement with the demand of school readiness and positive belief of the importance of early childhood education. The problems consist of unbalance roles between the parents, physical factor, and 3) the collaboration between the parents and school is actualized in the forms of meetings, giving information, creating parents’ coordinator, and communicating between the parents and teachers. Parents must be able to take part in children’s activities in order to modify them into the stimulus that develops children’s literacy. Keywords — Early Childhood, Exposure Literacy Skills, Parental Involvement, Relationship