When examining the changes in pre-kindergarten students over time, psychological theories

provide valuable insights into the influence of parental involvement or lack thereof, as well as
the impact of abuse. Several theories help explain these changes:
 Attachment Theory: Attachment theory, developed by John Bowlby, emphasizes the
importance of secure attachments between infants and their caregivers for healthy socio-
emotional development. In the context of parental involvement or lack of involvement,
attachment theory suggests that consistent and responsive caregiving fosters secure
attachments, which contribute to positive developmental outcomes. Children with secure
attachments are more likely to have better self-regulation, social skills, and emotional
well-being. Conversely, a lack of parental involvement, inconsistent caregiving, or
neglect can disrupt secure attachments and lead to socio-emotional difficulties, including
low self-esteem, behavioral issues, and difficulties forming relationships.
 Social Learning Theory: Social learning theory, proposed by Albert Bandura, emphasizes
the role of observational learning and modeling in children's development. Parental
involvement serves as a significant source of observational learning, as children imitate
the behaviors they observe in their parents. Through positive involvement, parents can
model prosocial behaviors, empathy, and effective communication, which are important
for the development of pre-kindergarten students. In contrast, a lack of parental
involvement may limit the exposure to positive role models, leading to deficits in social
skills, empathy, and problem-solving abilities.
 Ecological Systems Theory: Ecological systems theory, developed by Urie
Bronfenbrenner, views human development within the context of multiple environmental
systems that interact with one another. In the case of pre-kindergarten students, the
microsystem, which includes the immediate environment such as the family, plays a
significant role. Parental involvement within this system has a direct impact on children's
development. A lack of involvement or neglect within the microsystem can disrupt the
child's developmental trajectory and impede positive outcomes. Moreover, if abuse is
present, it can result in significant emotional, cognitive, and behavioral challenges,
leading to long-term negative effects on the child's development.
 Trauma-Informed Theory: Trauma-informed theory acknowledges the impact of adverse
childhood experiences, including abuse, on children's development. Traumatic
experiences can disrupt the normal developmental process and have long-lasting effects
on various domains, including cognitive, emotional, and social development. Trauma
may lead to difficulties in self-regulation, emotional dysregulation, impaired social skills,
and reduced cognitive functioning. Additionally, trauma can affect a child's sense of
safety, self-esteem, and trust in others. In cases of abuse, parental involvement may be
characterized by harmful behaviors, further exacerbating the negative impact on the
child's development.
 Cognitive Developmental Theory: Cognitive developmental theory, pioneered by Jean
Piaget, focuses on the cognitive processes and stages of development in children. Parental
involvement plays a crucial role in stimulating cognitive development through
interactions, exposure to language, and providing opportunities for exploration. Engaged
 parents who foster a stimulating and supportive environment can promote the acquisition
of cognitive skills, such as problem-solving, language development, and abstract
thinking. In contrast, a lack of parental involvement may limit cognitive stimulation and
impede the child's cognitive growth potential.
 Social Cultural Theory: Social cultural theory, proposed by Lev Vygotsky, emphasizes
the role of social interactions and cultural influences in shaping cognitive development.
In the context of parental involvement, this theory suggests that parents act as facilitators
of learning by providing support and scaffolding for their children's cognitive
development. Engaged parents who actively participate in their child's learning and
provide guidance can enhance their cognitive abilities. Conversely, a lack of parental
involvement may restrict opportunities for social interaction, language development, and
the acquisition of cultural knowledge, impacting the child's cognitive development.
 Self-Determination Theory: Self-determination theory, developed by Edward Deci and
Richard Ryan, focuses on intrinsic motivation and the fulfillment of basic psychological
needs. In the context of parental involvement, this theory suggests that supportive and
autonomy-promoting parenting practices positively influence children's motivation, self-
esteem, and well-being. When parents provide a nurturing environment that encourages
autonomy, competence, and relatedness, children are more likely to develop a sense of
self-worth and engage in intrinsic motivation. In contrast, a lack of parental involvement
or controlling parenting styles may undermine children's intrinsic motivation and hinder
their self-esteem and psychological well-being.
 Social-Emotional Development Theory: Social-emotional development theories, such as
Erik Erikson's psychosocial theory, emphasize the importance of emotional and social
competence in children's overall development. Parental involvement plays a crucial role
in nurturing social-emotional development. Parents who provide emotional support,
guidance, and opportunities for social interaction contribute to the development of
emotional regulation, empathy, and social skills in their children. In contrast, a lack of
parental involvement or abusive parenting practices can disrupt the development of
social-emotional skills, leading to difficulties in managing emotions, forming healthy
relationships, and navigating social situations.