Parental Involvement in Children’s Learning: A Study of ECEC Intervention Community Schools in Nepal

Abstract

Context: Parental involvement is widely recognized as a key factor in children’s learning outcomes, including overall well-being. However, many parents often show their involvement with ensuring homework completion and providing basic needs, while meaningful engagement in children’s learning is often overlooked. Parental awareness, household responsibilities, and socio-economic pressure often limit the parents’ active participation in their learning outcomes.

Purpose: This article aims to explore how parents effectively get involved in children’s learning.

Methods: This study employed a qualitative case study design. Five ECEC Innovation in Education-intervened community schools were purposively selected from Belbari and Mahalaxmi Municipalities as case schools. Focus group discussion (FGD) with parents and an in-depth interview with the head teachers were conducted. The recorded information was transcribed, coded, translated, and analyzed thematically.

Findings: The study identified that parenting programs significantly influence the children’s learning outcomes. Parents can be involved in children’s learning through intentional engagement, maintaining health and hygiene, supporting homework, and ensuring regular attendance. Meaningful parent-child engagement enhanced children’s confidence and communication skills. Parents can support children’s self-regulation by setting boundaries and responding positively to behavioral challenges. However, household responsibilities, limited awareness, and socio-economic pressure constrain consistent parental involvement. 

Implication:  Parenting education programs foster awareness and strengthen parenting skills, enabling parents to engage with their children and support intentional parenting. Schools need to focus on the parenting program and collaborate to improve children’s overall learning outcomes.

Novelty: Meaningful parental engagement in children's learning fosters children's learning.   However, parents' prioritization of household responsibilities and a lack of awareness constrain consistent co- involvement.