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[...] Qualitative Desk-Based Study evaluating the Influence of Parental Involvement in Early Childhood Literacy Abstract Research has established that parental involvement influences early literacy development, from academic preparedness and language development to long-term educational pathways. The literature suggests that elements of home literacy environments (HLEs), such as shared reading and active interactions between parents/caregivers and children, play a crucial role in developing early literacy skills (Musengamana, 2023). Nonetheless, differences in SES, parental education, and family stability mediate the nature and impact of parental involvement in literacy practices. [...]
[...] Musengamana (2023) implements the Epstein model of parental involvement, which provides categories of three dimensions of parental involvement; home-based, school-based, and community-based engagement. Examples of home-based involvement are helping with homework, participating in learning activities at home, and setting academic goals. School-based engagement refers to participation in school events, volunteering, and parent-teacher communication. Community-based involvement means collaboration between families and community organizations such as visiting libraries, museums, and extracurricular programs. The research shows that parental involvement at home and at school has positive effects on children's cognitive and academic skills, but some parental behaviours like excessive controlling, demanding enforcement of rules, and unrealistic expectations have negative effects on children's cognitive and emotional health. [...]
[...] The review predominantly focuses on Western and European educational systems, which may restrict its relevance to non-Western settings, where cultural norms, literacy practices, and schooling structures influence parental involvement in distinct ways. This study has practical implications for educators, parents, and policymakers. It is essential to provide classrooms with structured parental engagement model programs and to get parents on board with best practices for literacy within homes. Further research should consider different strategies to involve parents who experience specific barriers to engagement, for example parents with their own low literacy skills, or parents from low-income background. [...]
[...] Research directed at children with special educational needs was included if findings were generalizable to more general early childhood literacy contexts. We excluded non-peer-reviewed sources, conference proceedings, and theoretical articles lacking empirical data. Moreover, studies focused solely on socioeconomic conditions alone, without relevance to literacy involvement mediated by parents, were excluded. This study relied on Google Scholar and ResearchGate as the primary sources for identifying and retrieving relevant literature. These platforms were chosen due to their extensive access to peer-reviewed academic journals, systematic reviews, and empirical studies related to parental involvement and early childhood literacy. [...]
[...] Studies reveal that reading books together, storytelling and direct parent involvement led to better literacy success (Niklas et. al., 2020). Research shows that family instability, socioeconomic barriers, and lack of parental literacy awareness function as barriers to successful engagement (Pribesh et al., 2020). It has also been evidenced in studies that structured parental involvement programs, such as school-home collaboration and parental training in literacy, are effective in closing literacy gaps (EdResearch, 2021). Keywords Parental involvement, early childhood, literacy development, language acquisition, parental support, academic achievement, early education, parent-child interaction, educational outcomes, early literacy skills. [...]
