Appraisal of The Impact Of Parental Involvement on Literacy Development Among Preschool Children in Selected Public Schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The early years of a child’s life are widely regarded as a critical period for the development of foundational literacy skills, which form the basis for subsequent learning and overall academic achievement. Literacy development during the preschool years involves the acquisition of skills such as listening, speaking, reading, and writing that enable effective communication, comprehension, and critical thinking (Neumann, 2018). At this formative stage, children are highly impressionable, and the experiences they encounter at home and in school significantly shape their readiness for formal education. Parents, as the first and most influential teachers, play a vital role in supporting this process by providing language-rich interactions, encouragement, and guidance that stimulate cognitive growth (Epstein, 2018).

Globally, substantial evidence has highlighted the significant influence of parental involvement on children’s educational outcomes. Active engagement by parents, such as reading books with children, engaging them in storytelling, and fostering a supportive home learning environment, has been found to enhance vocabulary acquisition, comprehension, and early reading fluency (Sénéchal & LeFevre, 2014). In countries where educational resources are abundant, parental support often complements school instruction, thereby giving children a stronger foundation for literacy development. In contrast, in low- and middle-income countries, including Nigeria, where disparities in access to quality education persist, parental involvement becomes even more crucial in bridging learning gaps (Aina, 2020).

In the Nigerian context, particularly in urban centers like Lagos State, the importance of parental involvement cannot be overstated. Public schools under the various education districts serve a highly diverse population of children from varying socio-economic and cultural backgrounds. Alimosho Education District, which is among the most populous districts in Lagos State, faces unique challenges such as overcrowded classrooms, inadequate instructional resources, and overstretched teachers. These conditions often make it difficult for educators to provide individualized attention to learners, thus increasing the reliance on parents to reinforce literacy learning at home (Akinrotimi & Olowe, 2016).

Government initiatives such as the Universal Basic Education (UBE) programme have been designed to provide equitable access to education and improve literacy levels across the country. However, despite these efforts, the quality of literacy outcomes in public preschools continues to be inconsistent. This discrepancy suggests that government intervention alone may not be sufficient; instead, sustained collaboration between schools and families is essential to ensure children receive the holistic support necessary for literacy development (Okeke, 2014). When parents actively complement the work of teachers, children are more likely to start primary school with strong foundational skills that support lifelong learning.

Parental involvement can take diverse forms, ranging from home-based activities to direct participation in school-related events. Common practices include helping children with homework, engaging in daily conversations that enrich vocabulary, participating in literacy-promoting activities such as singing rhymes and reading bedtime stories, and attending parent-teacher meetings (Fan & Chen, 2021). These practices do not only enhance literacy skills but also foster motivation, confidence, and a positive attitude towards learning. The synergy between school-based and home-based efforts is, therefore, critical to achieving sustainable literacy outcomes.

Nonetheless, several barriers hinder optimal parental involvement in children’s education in Lagos State. Factors such as parents’ educational attainment, income levels, cultural beliefs, and work-related commitments often limit the time and resources available for active participation in literacy activities. Many parents, especially those from low-income households, may prioritize economic survival over educational support, thereby leaving children with limited exposure to literacy-promoting experiences outside of school (Okeke, 2014). Additionally, cultural expectations that position education solely as the responsibility of schools may reduce parental engagement. These realities highlight the need for targeted efforts to encourage and facilitate meaningful parental participation in preschool literacy development.

Given these challenges, an appraisal of the impact of parental involvement on literacy development among preschool children in Alimosho Education District is timely and necessary. Such an appraisal will provide insight into the extent of parental engagement, the specific practices employed, and the relationship between these practices and children’s literacy outcomes. The findings will be valuable not only for policymakers and educators seeking to strengthen early childhood education in Lagos State but also for parents who need awareness of their indispensable role in their children’s academic journeys. Ultimately, this research underscores that literacy development is a shared responsibility, requiring the combined efforts of schools, families, and the wider community.

1.2 Statement of the Problem

Despite the recognized importance of parental involvement in children’s early learning, observations and reports indicate that many parents in Lagos public schools demonstrate limited engagement in their children’s literacy development. For a significant number of parents, challenges such as low literacy levels, lack of awareness of their role in early education, and cultural perceptions that place the responsibility of learning solely on schools hinder active participation. As a result, children from such homes often miss out on crucial literacy experiences like shared book reading, storytelling, and exposure to a print-rich environment, which are necessary for building strong foundational skills.

Socio-economic challenges further compound the situation. In Alimosho Education District, many families struggle with economic instability, and parents are often preoccupied with work-related commitments that leave little time for active engagement in their children’s academic activities. For households where parents work multiple jobs or long hours, literacy support at home is minimal, and children may be left in the care of relatives or caregivers who may lack the capacity to provide educational assistance. This lack of consistent parental support contributes to literacy gaps that can persist into the primary school years, making it difficult for children to meet curriculum expectations and compete with their peers (Okeke, 2014).

The school environment itself is not always sufficient to compensate for these deficiencies. Public schools in Alimosho Education District, like many others across Lagos State, face challenges such as overcrowded classrooms, inadequate learning resources, and limited teacher-student interaction. Teachers, who are already overburdened, may not have the time or resources to provide personalized literacy support to children who lag behind. Without reinforcement at home, these children risk falling further behind academically, and this often translates into poor performance in reading, writing, and comprehension during the early grades.

Although government initiatives such as the Universal Basic Education (UBE) programme aim to improve literacy levels and enhance early childhood education, the effectiveness of these interventions depends largely on complementary support from parents. If parents are unable or unwilling to participate meaningfully in their children’s literacy development, such initiatives may yield limited results. It is therefore essential to recognize that literacy acquisition is not the sole responsibility of schools but rather a shared responsibility between educators and families. This calls for a deeper understanding of the extent to which parents in Alimosho Education District are contributing to literacy development at home and how their involvement—or lack thereof—affects children’s outcomes.

Given the crucial role of literacy in early childhood education, there is a pressing need to investigate the actual impact of parental involvement on preschool children’s literacy development in Alimosho Education District. This study seeks to provide evidence-based insights into how parental engagement influences literacy acquisition, the barriers that hinder effective participation, and the strategies that can be adopted to enhance parental involvement. The findings will be valuable for stakeholders, including policymakers, educators, and parents, in designing interventions that strengthen home-school partnerships and improve literacy outcomes for preschool children in Lagos State.

1.3 Objectives of the Study

The main objective of this study is to appraise the impact of parental involvement on literacy development among preschool children in selected public schools in Alimosho Education District, Lagos State. Specifically, the study seeks to:

1. Examine the extent of parental involvement in literacy development among preschool children.
2. Identify the forms of parental involvement that significantly contribute to literacy development.
3. Determine the relationship between parental involvement and literacy performance of preschool children in Alimosho Education District.
4. Find out the challenges of parental involvement in preschool children

1.4 Research Question

This study will be guided by the following research questions:

1. To what extent are parents involved in the literacy development of preschool children?
2. What forms of parental involvement contribute most to literacy development among preschool children?
3. What is the relationship between parental involvement and literacy performance of preschool children in Alimosho Education District?
4. What are the challenges of parental involvement in preschool children learning?

1.5 Hypothesis of the Study

The following null hypothesis will guide this study:

H₀₁: There is no significant relationship between parental involvement and literacy development of preschool children

1.6 Significance of the Study

The study is significant because it will contribute to the growing body of literature on parental involvement and early childhood literacy development in Nigeria. While much research has been conducted in developed countries on the role of parents in early education, there remains a gap in contextual studies within the Nigerian setting, particularly in densely populated urban districts like Alimosho. By focusing on this area, the study will enrich local and global discussions on how parental practices, socio-economic conditions, and cultural values shape children’s literacy outcomes.

In addition, the findings of this study will provide valuable insights for educators and school administrators in Alimosho Education District. Teachers often recognize the importance of parental support but may lack concrete strategies for effectively engaging parents in the literacy development process. By identifying the forms and extent of parental involvement that yield the most impact, this study will serve as a practical guide for teachers and administrators in creating more inclusive, collaborative, and family-centered approaches to early childhood education.

Furthermore, the study will be beneficial to policymakers and curriculum planners at both state and national levels. Literacy development is a cornerstone of educational success, and without strong foundations in the early years, children are likely to struggle throughout their academic journey. By highlighting the relationship between parental involvement and preschool literacy outcomes, this research will inform the design of educational policies and programmes that emphasize home-school partnerships as a central pillar of early childhood education.

The significance of the study also extends to parents themselves. Many parents may not fully recognize the pivotal role they play in shaping their children’s learning experiences outside the classroom. By documenting the benefits of active parental engagement, the study will help raise awareness among parents about the importance of simple yet impactful practices such as reading with their children, providing access to books, and creating a supportive home learning environment. This awareness can foster a culture of shared responsibility between home and school in advancing literacy development.

Moreover, the study will serve as a foundation for future research in early childhood education and family involvement in Nigeria. It will highlight gaps in practice and areas where further investigation is required, thereby encouraging other scholars to explore new dimensions of parental engagement, literacy interventions, and the socio-cultural dynamics that influence learning. In this way, the study will contribute to the expansion of knowledge and provide evidence for comparative studies across regions and education districts.

Finally, the study has broader social implications. Literacy is not only a tool for academic success but also a critical skill for effective participation in society. Preschool children who acquire strong literacy foundations are more likely to perform better in school, have improved self-confidence, and eventually contribute meaningfully to national development. By emphasizing the role of parents in supporting literacy at the foundational level, the study will underscore the need for collective efforts in nurturing a generation of literate, competent, and empowered citizens.

1.7 Scope of the Study

This study focuses on selected public preschools within Alimosho Education District, Lagos State. It is limited to assessing the relationship between parental involvement and literacy development among preschool children aged 3–5 years. The study will not extend to private schools or other education districts in Lagos State.

1.8 Operational Definition of Terms

• Parental Involvement: In this study, parental involvement refers to the active participation of parents or guardians in the educational development of their preschool children. It includes both home-based activities, such as reading with children, storytelling, providing a literacy-rich environment, and monitoring homework, as well as school-based activities, such as attending parent-teacher meetings, participating in school events, and maintaining communication with teachers.
• Literacy Development: Literacy development is defined as the process through which preschool children acquire foundational skills in listening, speaking, reading, and writing. For the purpose of this study, literacy development emphasizes early exposure to phonemic awareness, vocabulary building, comprehension, and pre-writing skills that prepare children for formal schooling.
• Preschool Children: Preschool children are defined in this study as learners aged 3 to 5 years enrolled in early childhood education classes within public schools in Alimosho Education District. These children are in the pre-primary stage of education as stipulated by the Nigerian National Policy on Education.
• Early Childhood Education (ECE): Early childhood education, for the purpose of this research, refers to the formal and informal educational programs and practices designed to support the learning and development of children before they enter primary school. It is a structured learning phase that emphasizes foundational literacy, numeracy, and social skills.
• Alimosho Education District: Alimosho Education District is one of the six education districts in Lagos State, Nigeria. It is characterized by a large population and a diverse socio-economic composition. In this study, it represents the geographical scope where the sample of preschool children, their parents, and schools will be drawn.
• Home-School Partnership: Home-school partnership refers to the collaborative relationship between parents and teachers aimed at enhancing the child’s educational experience. In the context of this study, it includes joint efforts to promote literacy development through consistent communication, shared responsibilities, and mutual support between the home and school environments.
• Socio-Economic Factors: These are conditions relating to the social and financial circumstances of parents that may influence their level of involvement in their children’s education. In this study, socio-economic factors may include income levels, parental education, occupation, and living conditions that affect literacy support at home.