Parental support for foundational literacy and numeracy skills among schoolchildren: A case study from India

This study examines parental support in developing foundational literacy and numeracy (FLN) skills among schoolchildren in Bathinda District, India. A gap persists in understanding how various forms of parental support, particularly in the literacy and numeracy domains, influence the development of foundational literacy and numeracy skills in children. This study aimed to address this gap and offer crucial insights into this association. Employing a qualitative case study method with purposive sampling, we collected data through observations and semi-structured interviews with parents from diverse occupational backgrounds. The data were analysed qualitatively using Miles, Huberman, Saldaña, and Yin's cross-case analyses. The findings indicated that parents actively supported their children's FLN development, frequently employing game- and activity-based approaches. However, significant challenges were identified, such as children's disinterest, short attention span, and impatience, which posed obstacles to consistent learning. The study underscores the need to raise awareness and provide resources to strengthen parental support for foundational learning, highlighting the importance of policy frameworks that promote collaboration among parents, children, and teachers to enhance FLN skills. It offers a detailed qualitative perspective on the role of parental support in FLN development, identifying specific challenges and effective strategies in the home environment. • This study examined how parental support affects foundational literacy and numeracy. • It identified challenges and effective strategies in the home environment. • Children's disinterest, short attention span, and impatience pose challenges. • Awareness and resources are required to strengthen parental support.