Parental Involvement: Investigating Its Significance in Early Literacy Development of Kindergarten Learners

Abstract

This study assessed the relationship of parental involvement and early literacy development of children. Using a descriptive correlational research design, this study examined the significance of parental involvement in early literacy development of kindergarten learners. The study was participated by 119 respondents consisting of 103 parents and 16 teachers who were randomly selected. A survey questionnaire was utilized to gather the demographic profile of the respondents, level of parental involvement, and level of literacy development of learners in terms of language and attitudes towards reading and voluntary reading behavior. The data gathered were analyzed using percentage frequency, weighted mean, and Pearson’s r correlation. The result showed that majority of the parent respondents were middle-aged females with 1 or 2 children, and high school graduates with low income while teacher respondents were mostly young females with masteral units and been in service for more than 6 years. Furthermore, results showed that there is a high level of literacy development which was significantly correlated to a very high level of parental involvement. Thus, parental involvement had a positive impact on developing learners’ literacy skills and it was recommended that policymakers must implement programs that empowers parents’ engagement and support to the literacy journey of the children to achieved academic success.