The Roles of Parents in Enhancing the Early Literacy of Kindergarten Students at Panyasuksa School

Abstract

The survey research purpose was to study the roles of parents in enhancing the early literacy of preschoolers comprised of organizing early literacy activities, creating a friendly environment, and collaborating in early literacy support. The samples were 204 parents whose children were aged 5–6 years old in the second semester of academic year 2021, at Panyasuksa school under the Office of the Private Education Commission. A questionnaire was used to elicit data and then analyzed by using frequency distribution, percentage, mean, standard deviation, and content analysis. The research results found that the overall role of parents in enhancing early literacy of preschoolers was at a high level (M = 4.17, SD = 0.39). Considerably, all aspects were at a high level for parents’ roles (4.08 ≤ M ≤ 4.33). The findings were as follows: (1) organizing early literacy activities (M = 4.09, SD = 0.62) consisted of doing activities based on the knowledge that children already have (M = 4.25, SD = 0.59) to provide experiences in learning resources (M = 3.94, SD = 0.77); (2) creating a friendly environment (M = 4.33, SD = 0.56) consisted of creating a relaxed atmosphere (M = 4.49, SD = 0.46) to provide a rich environment (M = 4.16, SD = 0.73); and (3) collaborating in early literacy support (M = 4.08, SD = 0.69) consisted of cooperation with schools (M = 4.05, SD = 0.75) to provide communication with teachers (M = 4.12, SD = 0.73), respectively.