The Role of Parents in Shaping Children’s Learning Interest in Community-Based Early Childhood Education
Keywords:
parental role; early childhood learning interest; family involvement in early childhood education; children’s learning assistance; early childhood education phenomenologyAbstract
Interest in learning among early childhood children is influenced by parental involvement; however, in-depth studies regarding the experiences of parents and teachers in community-based early childhood education institutions in Indonesia remain limited. This study aims to describe the typology of parental roles, analyze their contribution to the development of children’s learning interest, and formulate an effective model of parental involvement. The study employed Max van Manen’s descriptive phenomenological approach using purposive sampling techniques. Participants consisted of three teachers and three parents from a community-based early childhood education institution in Wajo Regency, South Sulawesi. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed based on van Manen’s four existential structures. The findings revealed four main themes: active and consistent assistance, the creation of an enjoyable learning environment, emotional reinforcement and verbal motivation, and the instillation of learning values from an early age. These four themes formed an integrative pattern of involvement that mutually reinforced one another. The findings also indicate that the quality of emotional interaction between parents and children plays a more significant role in shaping children’s learning interest than parents’ economic status or formal educational background. This study contributes to the development of a parental involvement model based on emotional relationships and recommends strengthening school–family partnerships through home-based parenting programs.
Keywords: parental role; early childhood learning interest; family involvement in early childhood education; children’s learning assistance; early childhood education phenomenology
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