Libri Rizka Puri Windarta, Maulidya Ulfah, Firda Fauziah

Analysis Of Parental Involvement In Supporting Quality Early Childhood Education : A Qualitative Case Study

Introduction

Analysis of parental involvement in supporting quality early childhood education : a qualitative case study. Discover insights from a qualitative study on parental involvement in quality early childhood education. Explores planning, implementation, and factors for effective parent-school collaboration.

Abstract

This study aims to describe the planning, implementation, as well as the supporting and inhibiting factors of parental involvement in supporting quality early childhood education at TKIT Sholahuddin Al Ayyubi, Sumedang. This research adopts a descriptive qualitative approach, which seeks to describe, explain, and answer questions related to ongoing phenomena and events. Through this approach, the study provides an in-depth understanding of the observed situation. The results showed that parental involvement at TKIT Sholahuddin Al Ayyubi, Sumedang in supporting quality ECE is carried out through three stages: planning, implementation, and evaluation of supporting and inhibiting factors. At the planning stage, parental involvement is reflected in school committee meetings, school program development, and collaboration with external institutions such as health centers. However, some parents are still not actively involved in the planning process. At the implementation stage, parental involvement is reflected in activities such as parenting sessions, parent classes, supplementary feeding programs, early detection of growth and development, clean and healthy living behavior programs, and Collection of National Identification Numbers for the Basic Education Data System. The school also supports healthy habits by providing sanitation and clean water facilities. The supporting factors for parental involvement include effective communication, mutual commitment, and adequate facilities, which help strengthen cooperation between parents and the school. Inhibiting factors include limited time, parents' busy work schedules, and a lack of understanding about the importance of parental roles in early childhood education. Suggestions for institutions, teachers, and parents include enhancing collaboration through effective communication, training programs, and encouraging active participation in children's education. This also involves strengthening the role of parents both at home and at school in order to help achieve high-quality early childhood education. Keywords: parental involvement, quality of early childhood education, young children.

Review

This study provides a timely and relevant examination of parental involvement in enhancing the quality of early childhood education (ECE). Utilizing a descriptive qualitative case study approach at TKIT Sholahuddin Al Ayyubi, Sumedang, the research effectively aims to delineate the planning, implementation, and the crucial supporting and inhibiting factors influencing parental engagement. The selection of a case study methodology is particularly apt for gaining an in-depth understanding of the complex dynamics within a specific educational setting, offering rich contextual insights into this often-discussed but variably practiced aspect of ECE. The findings reveal a structured approach to parental involvement, progressing through distinct planning, implementation, and evaluation stages of factors. The study effectively illustrates the multifaceted nature of parental engagement, ranging from participation in school committee meetings and program development to active involvement in parenting sessions, health initiatives, and administrative data collection. The identification of both supporting factors, such as effective communication and mutual commitment, and inhibiting factors like parents' limited time and busy work schedules, is particularly valuable. These detailed descriptions offer practical insights into the facilitators and barriers that ECE institutions might encounter when fostering meaningful parental partnerships. While the study offers a comprehensive portrayal of parental involvement within its specific context, its qualitative case study design, by nature, limits the generalizability of its findings to other ECE settings. Future research could benefit from exploring comparative studies across diverse schools or implementing intervention studies designed to mitigate the identified inhibiting factors, such as developing targeted workshops to address parents' understanding of their roles or flexible engagement options for busy parents. Nevertheless, the explicit suggestions for enhancing collaboration through improved communication and training programs provide actionable recommendations for institutions, teachers, and parents alike, reinforcing the study's practical contribution to strengthening parental roles in achieving high-quality early childhood education.

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