Parental participation in early childhood care and education: an exploratory study of knowledge and behaviors of parents in nakawa division, Kampala
Torach, Richard Daniel
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Parental involvement during preschool has been linked with stronger pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes towards school. This qualitative study was conducted in Nakawa Division, as to examine parental participation while exploring the knowledge and behaviors of parents towards their roles and responsibilities in the early learning and care of their children. It was conducted as a cross sectional study with a sample of fifteen (15) parents, selected through purposive sampling. Data was collected through personal interviews using open ended questions. The study found out that parents had a high-level knowledge regarding the need for parental participation in early childhood care and education. Parents were also actively involved in early childhood care and education. However, not all the respondents were actively involved, most especially the fathers as they claimed about always being caught up by their jobs, but they still created time to interact and play with the children. The parents also responded positively to the state of communication between them and the school as they claimed it was efficient and effective since the school always called and contacted them in case of any programs and activities. The study then recommends for support to be provided to parents as way of increasing their involvement in early learning and care so as to enhance the growth, development and academic performances of their children.