Running Heads:

The Impact of Parental Involvement on Early Childhood

Education Outcomes
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Table of Contents

Brief Background of the Topic........................................................................................................3

Problem Statement...........................................................................................................................4

Research Questions..........................................................................................................................4

Purpose of the Study........................................................................................................................5

Significance of the Study:................................................................................................................5

References........................................................................................................................................6
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Brief Background of the Topic

The early years of a child's development, especially from birth to 8 years, are very
important for building the proper cognitive, social, and emotional competencies that will enable
them to thrive from the preschool age till their adulthood (Spinelli et al., 2021). This time,
parents' involvement was also found to improve students' educational outcomes. It can be seen
from the statistics that the children with parents who actively take part in their early education
are better than the children with parents who have less involvement in their learning when it
comes to the criteria of good literacy and numeracy skills which are reflected in the test scores.
For example, the recent report from the National Education Association notes that children
whose parents are engaged in their education are more apt to get better grades and enroll in more
difficult classes.

A longitudinal research on children's literacy, conducted by the Harvard Graduate School

of Education, indicates that family engagement, that is to say, consistent family engagement
from kindergarten to fifth grade, results in literacy gains among children (Posey-Maddox &
Haley-Lock). The research, in turn, reemphasized the role of parental involvement for children in
low-income families and for those whose parents have low levels of formal education. It implied
that heavy parental stake might offset the risks of them failing school that might be associated
with the socioeconomic background. Likewise, a bespoke report by the National Center for
Education Statistics in the year 2019 provides a detailed picture of various aspects of parental
involvement in education. This strengthened the notion that this engagement would result in
more good choices regarding educational opportunities and favorable outcomes for children
(Garbe et al., 2020).

Furthermore, a summary from National Literacy Trust, that was underlined by an article
written by Education Week, showed, that literature work, when it is done together with parents
and children, has positive influence on achievement results in reading comprehension, expressive
language skills, as well as reading comprehension. Moreover, it also stimulates better attitudes
towards reading and concentration level of students in class. The benefits of this inclusion do not
just include academic effects but also entail positive personal and social skills, thus decreasing
the cases of delinquency. The studies show without exception that whatever the race or social
status of the parents, more involvement of parents is beneficial (Egan et al., 2021). American
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Psychological Association noted that, parental engagement that involves online discussions,
telephone communication and subsequent encouragement may differentially predict the
academic performance of the individuals at different developmental stages. This difference in
effects brings to mind that the way of raising a parental engagement must be individual in terms
of the peculiar requirements of every family and child.

Together, such findings indicate that schools need to be places that welcome and
proclaim that parents are involved with what goes on (Duraku & Hoxha, 2020). They propose
that schools can create the required setting for this by giving parent waiting areas, scheduling
engagements meetings and producing resources for parents to aid learning at home. In addition,
it has been found that kids whose parents provide good support often have high social
competencies which include the ability to work together with others and better communication,
as observed in several studies (Lawson et al., 2020). The reality of this claim can be discerned
from the practical examples involving transformative results displayed by ambitious efforts such
as the Parent-Teacher Home Visit Project. Such anecdotes demonstrate the enormous impact of
material parental involvement on student behavior, as active parental input regularly correlates
with increased school readiness and better student conduct (Grewenig et al., 2021).

Problem Statement

Even when the benefits are clear, there is a gap in the knowledge as to how much parental
involvement helps achieve early education outcomes. The imprecision as per the meaning and
measurement of "parental involvement" adds layers of complexity even in an effort in assessing
its actual impact, particularly when pressed upon diverse socio-economic backgrounds.

Research Questions

 How do parental involvement in the early childhood education and outcomes of the
children in academic and social?
 What are the issues that are getting between parents and their children in the different
socio-economic and cultural conditions?
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 What kinds of methods do educational institutions use to boost the parent’s engagement
to promote better results of early childhood education?

Purpose of the Study

The focus of the study is to investigate the impact of parental engagement on early
childhood educational results. It attempts to find out the types of participation that are most
effective and the conditions that negatively impact parental involvement during the early
education of their children.

Significance of the Study:

The significance of the study is in its ability to educate teachers, policy makers, and
parents about the necessary role of parental engagement in early childhood education. It strives
to deliver relevant, useful information that can be translated into specific measures and policies
to achieve greater parental engagement and hence achieve educational goals and support
children's wholesome development during their initial years.
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