Parental involvement in pre-schoolers’ reading and writing skills at early childhood centers in the Sissala West District.

Abstract

The purpose of this study was to investigate Parental involvement in pre-schoolers’ reading and writing skills at early childhood centers in the Sissala West District. The approach of this study was mixed methods approach, which involved the collection of both quantitative and qualitative data. A case study design was adopted for this study. The qualitative instrument was a one-on-one interview guide, while the quantitative instrument was a questionnaire. The sample size of the study comprises of 11 parents and 115 teachers. A stratified random sampling procedure was used to select the schools based on characteristics such as public basic school in the Sissala West District. Findings showed that, pre-schoolers phonemic awareness predicts their reading skills later in life. That reading for pleasure, which manifests in spontaneous reading or a desire to read, a positive attitude, and motivation to read out of one's own free will, when one chooses their reading materials, time, and location that suits them best, is the foundation for the development of reading habits. There is a significant relationship between parental role and a child's early reading development and benefits of academic development included vocabulary growth, knowledge of the alphabet, and a love of reading, while the benefits of behavioral development included emotional, spiritual, personal interest, and confidence development. It was recommended that socialization activities should be conducted at home, even outside of formal schooling, as this is essential for the growth of pre-schoolers literacy abilities.