Parental participation in learners’ activities at early childhood centres in the Ga West Municipality

Abstract

This study aimed to explore parental participation in early childhood education within the Ga West Municipality of Ghana. The study employed a phenomenological research design. Convenient sampling technique was used to select the fifteen (15) participants for the study. A semi-structured interview guide was used for data collection and data collected was analyzed using thematic analysis. The key findings revealed that most parents view themselves as primary educators, engaging in activities such as teaching basic literacy, morality, storytelling, and helping with homework, parental participation includes providing learning resources, creating a conducive home environment, and occasional involvement in school events, several barriers limit parental engagement, including financial difficulties, lack of time, long distances to school and poor infrastructure, parental involvement can be improved through better communication between schools and parents. Based on the conclusions the study recommends that parents should be educated about their roles as educators, facilitators, and collaborators through workshops, seminars, and awareness campaigns, schools should promote participation by organizing events at convenient times, providing childcare during meetings, and encouraging home-based learning by offering simple, affordable resources, providing financial assistance, scholarships, transportation, and logistical support can help parents, especially those living in remote areas, participate more actively in their children's education through effective communication platforms, including text updates, parent-teacher portals, and newsletters, to keep parents informed.