Parental Involvement on Children's Developmental Readiness for Formal Schooling

This study explored the effects of parental involvement on children’s readiness for formal schooling, recognizing a growing concern over children's preparedness as they enter formal education. This research addressed the gap by examining the extent of parental involvement particularly in parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community and its relationship with children’s developmental readiness in emotional, physical, cognitive, social, and fine motor domains. The study aimed to: (1) determine the level of parental involvement in their child's readiness for formal schooling across six dimensions, (2) assess the children’s developmental readiness in five key domains, and (3) examine the relationship between parental involvement and children’s school readiness. A quantitative correlational research design was employed. Data were collected through two research instruments: a parental involvement questionnaire based on Epstein’s framework and a school readiness checklist. Findings revealed a generally low level of parental involvement, with all six dimensions falling within the “Disagree” range, indicating minimal engagement. Despite this, children’s readiness for school was classified under “Demonstrating Development” across all domains, suggesting that they possessed the necessary skills and behaviors for formal education. Notably, a very strong positive and statistically significant correlation (r = 0.999, p < 0.05) was found between parental involvement and children’s school readiness. This emphasized that increased parental engagement, even in basic forms, may further enhance a child’s developmental outcomes. These findings underline the importance of developing strategies that promote active parental participation in early education.