Parental Involvement: A Vital Component of Kindergarten Learners’ Early Literacy Development

Abstract

This study assessed parental involvement and early literacy development of kindergarten learners. The research employed a descriptive correlational design to examine the relationship between parental involvement and early literacy development. A total of one hundred twelve respondents participated, comprising one hundred five parents and seven kindergarten teachers. Data were gathered using adapted survey questionnaires from established research instruments and analyzed using frequency count, percentage, weighted mean, and Pearson correlation coefficient. Results revealed that parent-respondents were predominantly female from younger age groups with diverse educational backgrounds, smaller family sizes, and lower income levels, while teacher-respondents were predominantly female with substantial teaching experience and graduate-level qualifications. Parental involvement in school activities demonstrated very high levels across nearly all indicators. Early literacy development showed very high overall performance, with language development scoring higher than attitudes towards reading and voluntary reading behaviors. The correlation analysis revealed a weak positive relationship between parental involvement and early literacy development that was not statistically significant, leading to acceptance of the null hypothesis. The findings suggest that the school represents an optimal educational context where ceiling effects mask the relationship between variables. An Early Literacy Development Plan was proposed to address specific areas requiring enhancement while building upon existing strengths.