Parental involvement and the literacy development of preschoolers in Langata Division

Abstract

This research project sought to establish a relationship between parental involvement and the literacy development of preschool children in Langata Division, specifically those between five and six years of age because reading skills are necessary for success at every level and in every subject yet many children struggle to learn how to read. It is therefore important to use research based methods to facilitate literacy development. Literacy is also a key concern in Kenya as we strive to achieve vision 2030. Key stakeholders in the education industry may benefit from the results of this research project. For example, curriculum developers may be motivated to develop more interactive materials such as books and play materials which parents can effectively use with their children and may encourage parents to put forth extra effort to become more involved in their preschooler‟s education. The literature review discussed the current understanding of parental involvement based on research, the role of the school in parental involvement, parental involvement in Early Childhood Education and parental literacy teaching and literacy development which focused on various literacy programs in different countries. A consideration of previous literature on parental involvement helped to define the research objective and questions, choose appropriate research methods and assisted designing appropriate research instruments.The study used a Correlational Research Study Design to describe in quantitative terms the degree to which parental involvement and literacy development are related. Stratified random sampling was used to obtain a stratified random sample from both public and private schools in Langata Division.The study established that there is a positive correlation between parental involvement and the literacy development of preschool children in Langata Division. This correlation is enhanced when the school facilitates parental involvement through open parent-teacher communication and by organizing school functions that promote parental involvement. In view of these findings, the study recommends that policy on parental involvement be formulated and implemented in both private and public schools.