PARENTAL INVOLVEMENT IN REMOTE EARLY CHILDHOOD EDUCATION

Abstract

Background and Purpose:

The rapid transition to remote learning during the COVID-19 pandemic highlighted the critical role of parents in early childhood education. Young learners’ limited independence in digital learning environments required parents to assume expanded instructional and supportive roles. This study explores how parents engaged in their children’s remote early childhood education, the challenges they encountered, and the strategies they adopted to facilitate effective learning.

Methods:
A qualitative research design was employed, using semi-structured interviews with parents of children enrolled in early childhood education programs during remote learning. Data were analyzed thematically to capture parents’ experiences, perceptions, and practices in supporting their children’s learning from home.

Key Findings:

The findings revealed that parental involvement was multifaceted, encompassing academic support, emotional encouragement, and management of technological tools. Parents reported challenges such as balancing work and teaching responsibilities, limited pedagogical knowledge, and technology-related barriers. However, they also identified positive outcomes, including stronger parent-child bonds, increased awareness of children’s learning needs, and the development of adaptive strategies to sustain engagement.

Conclusion:
The study concludes that while remote early childhood education imposed new demands on parents, it also fostered deeper parental involvement in children’s learning processes. These insights emphasize the need for schools to provide targeted guidance, resources, and communication strategies to empower parents in digital learning contexts.