Building Bonds: Stoytelling by Parents Shapes Literacy for Preschool Students

Abstract Recognizing the foundational impact of early literacy, this study investigates the impact of parental engagement in early literacy through storytelling, emphasizing how structured socialization sessions can enhance parents’ awareness, skills, and practices. The research was conducted during May 2025 at TK Islam Al-Furqan, Minasa Upa, Makassar, South Sulawesi, and involved 15 parents of preschool students, with an average of 12–14 attending each session. Over four consecutive Saturdays, parents participated in 90-minute sessions that introduced the importance of storytelling, demonstrated effective storytelling techniques, explored vocabulary and comprehension strategies, and encouraged collaboration between parents and teachers. Data were collected using FGDs and survey. Attendance data indicated consistently high participation, with an average rate of 83%. Survey results showed that 82% of parents strongly agreed that their understanding of storytelling’s role in literacy improved, 73% felt more confident in storytelling, and 64% had begun applying storytelling practices at home. Thematic analysis of FGD transcripts revealed that parents no longer viewed storytelling as merely entertainment but as an educational tool that enriched children’s vocabulary and comprehension, fostered emotional connection, and cultivated a love for reading. Parents also highlighted the value of consistent storytelling practices across home and school. The findings suggest that parental storytelling is a powerful strategy for fostering children’s literacy development and that structured socialization can empower parents to implement it effectively. The study concludes by emphasizing the need for collaboration between educators and parents in developing storytelling-based programs that provide sustainable benefits for preschool children’s literacy growth.