Understanding the impact of parental involvement subtypes on Chinese preschool children’s language ability

Feng, Lina; Tan, Yuhuan

doi:10.1007/s12144-022-04176-7

Cited by 2 publications

(2 citation statements)

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“…The reviewed study was conducted in a foreign country, lacking a picture of the local context, unlike the current study, which was conducted in Kenya, which was conducted in a local context, thereby bridging the gap in the literature. In China, Feng and Tan (2022) conducted a study to explore the understanding of the impact of the influence of parents on their children's linguistic development in preschool learners. After controlling for the learners' ages, genders, financial backgrounds, and levels of education, it was found that communication between home and school hurt learning methods and language skills.…”

Section: Empirical Studies and Knowledge Gapsmentioning

confidence: 99%

The Relationship Between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya

Onyango,

Begi,

Mugo

2024

EJSE

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This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television. Article visualizations:<img src="/-counters-/soc/0797/a.php" alt="Hit counter" />

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Section: Empirical Studies and Knowledge Gapsmentioning

confidence: 99%

The Relationship Between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya

Onyango,

Begi,

Mugo

2024

EJSE

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“…Furthermore, prevailing Chinese educational systems often prioritize formal instruction over the recognition and integration of parental instruction (Feng & Tan, 2022). Additionally, limited acknowledgment exists regarding the nuanced and multifaceted ways in which Chinese parents actively contribute to their children's learning and overall development.…”

Section: Introductionmentioning

confidence: 99%

Marital adjustment and children's early learning behaviors: The mediating role of maternal involvement and parenting

Liu,

Wang,

Xie

2024

Family Relations

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ObjectiveThis study examined associations between marital adjustment and children's learning behaviors, as well as the potential mediation effects of maternal involvement and parenting on these associations in Chinese contexts.BackgroundThe family is a vital setting for children's early learning behaviors, encompassing self‐efficacy in learning and approaches to learning. Marital adjustment, as well as maternal involvement and maternal parenting, are crucial factors in the family setting. However, there is a paucity of research on the pathway mechanism between these three family factors and children's early learning behaviors.MethodThere were 750 mothers of Chinese preschoolers (48.24% girls, Mage = 5.94 years, SD = 1.43) in three provinces—Fujian, Sichuan, and Xinjiang—who participated in the study. Mothers completed questionnaires related to marital adjustment, maternal involvement, maternal parenting, and children's learning behaviors. Structural equation models were estimated to test the hypothesized paths.ResultsThe results revealed a positive association between higher marital adjustment and improved children's self‐efficacy in learning (β = .10, p = .004) and approaches to learning (β = .15, p < .001), with maternal involvement (for self‐efficacy, β = .25, p < .001; for approaches to learning, β = .23, p < .001) and parenting (for self‐efficacy, β = .25, p < .001; for approaches to learning, β = .31, p < .001) recognized as significant mediators in this relationship.ConclusionsThe study indicated that marital adjustment, maternal involvement, and parenting have significant direct and indirect effects on children's early learning behaviors.ImplicationsGiven the research findings, marital adjustment is worth considering when recognizing children's early learning. Furthermore, parents may be encouraged to understand proper involvement and parenting practices with their children. Briefly, these findings contribute to the existing body of knowledge on how family variables are related to children's learning behaviors.

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Understanding the impact of parental involvement subtypes on Chinese preschool children’s language ability

Cited by 2 publications

References 53 publications

The Relationship Between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya

The Relationship Between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya

Marital adjustment and children's early learning behaviors: The mediating role of maternal involvement and parenting

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