THE ROLE OF PARENTAL INVOLVEMENT IN ENHANCING PRESCHOOL CHILDREN’S LANGUAGE ABILITIES AND LEARNING APPROACHES
Keywords:
parental involvement, preschool education, language development, home-based involvement, school-based involvement, home–school communication, learning approaches, competence motivation, early childhood development, ecological systems theory.Abstract
This article explores the critical role of parental involvement in enhancing preschool children's language abilities and learning approaches. Drawing on the ecological model of human development, it distinguishes three primary forms of involvement—home-based involvement (HBI), school-based involvement (SBI), and home–school communication (HSC)—and examines their respective impacts. Empirical evidence underscores the positive effects of HBI and HSC on children's language acquisition and learning behaviors, while the influence of SBI appears inconsistent, particularly under restrictive conditions such as the COVID-19 pandemic. The article emphasizes the significance of high-quality language environments at home, strong home–school collaboration, and the necessity of adaptive parental engagement strategies. It also highlights the need for further research into how different types of involvement uniquely contribute to early childhood learning outcomes.
