Reconceptualizing Parental Awareness in Early Childhood Learning: A Qualitative Exploration of Interpretive Processes and Socio-Pedagogical Dynamics
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Regita Riani Putri
https://orcid.org/0009-0009-3506-1608
Saharudin Saharudin
https://orcid.org/0000-0001-9165-2212
Syahrial Syahrial
https://orcid.org/0000-0002-0919-146X
Urip Sulistiyo
https://orcid.org/0009-0004-1808-5046
Benoudjafer Ibtissam
https://orcid.org/0000-0001-7334-9164
Abstract
Purpose: This study addresses a critical theoretical gap in early childhood education by reconceptualizing parental awareness not as a static set of observable practices, but as a dynamic, interpretive process. Methodology: Employing a qualitative single-case study design, this research involved semi-structured interviews with six parents of early childhood learners. Data analysis was conducted using inductive thematic analysis supported by NVivo to explore the subjective processes through which parents make meaning of their children’s learning experiences. Findings: The findings reveal that parental awareness is a context-dependent, socially constructed process shaped by continuous interactions across home, school, and social environments. Four interrelated dimensions emerged: (1) awareness in school transition, (2) awareness of children’s learning patterns in daily activities, (3) awareness in educational decision-making within social contexts, and (4) awareness shaped through school communication. These results demonstrate that parents actively interpret, negotiate, and reconstruct their understanding of children’s learning rather than merely implementing predefined pedagogical practices. Implications: This research extends existing bio-psycho-social-digital frameworks by shifting the focus from measurable involvement to the internal, reflective processes that underpin meaningful parental engagement. Recommendations: Future pedagogical and institutional efforts should prioritize strengthening collaborative communication frameworks that support parents in their role as reflective agents, thereby ensuring more holistic and resilient learning ecosystems. Originality/Value: Grounded in the necessity of socio-pedagogical integration, this research provides empirical insight into the subjective dimensions of parental awareness, offering a more holistic lens for understanding parent–child–school interactions in contemporary early childhood settings.
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2026 Regita Riani Putri, Saharudin Saharudin, Syahrial Syahrial, Urip Sulistiyo, Benoudjafer Ibtissam
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
(OECD), O. for E. C. and D. (2025). Education Policy Outlook 2025: Early Childhood Education. Paris. Retrieved from https://www.oecd.org/
Ana, A. O., & Eva, G. B. G. (2025). Family Involvement in Early Childhood Education : A Systematic Review of its Measurement actions between members of the educational community. Early Childhood Education Journal, 54, 2495–2516.
Anapey, G. M., Obeng-Treve, E., Ahwireng, D., & Aheto, S.-P. K. (2025). Neurodiverse Children Learning Needs Assessment for Digital Inclusion in Mainstream Education. SAGE Open, 15(4). https://doi.org/10.1177/21582440251395452
Anshad A., S., Padmanaban, K., Guganathan, L., & Anupama, J. (2026). Energy-Efficient EEG-Based Autism Spectrum Disorder Detection Using a Hyperbolic Attention Neural Network. Developmental Neurobiology, 86(2). https://doi.org/10.1002/dneu.70011
Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Early Childhood Research Quarterly Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53, 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005
Belia, M., Vihman, M., & Keren-Portnoy, T. (2025). Exploring Developmental Connections: Sleep Patterns, Self-Locomotion, and Vocabulary Growth in Early Childhood. Infancy, 30(1). https://doi.org/10.1111/infa.12650
Bierman, K. L., Liben, L. S., Small, M., Connell, J., Heinrichs, B., Menold, J., Miller, S., & Mannweiler, M. (2025). Guided activity kits impact parents’ scaffolding of child STEM play. Learning and Instruction, 96. https://doi.org/10.1016/j.learninstruc.2025.102082
Britton, S. (2026). Science for Young Children. In Teaching Beyond the Book: Methods for Integrating Math, Science, and Literacy for All Preschoolers in the Inclusive Classroom (pp. 61–74). Taylor and Francis. https://doi.org/10.4324/9781003526711-4
Bubb, Sara; Jones, M. A. (2022). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 25(2), 209–222. https://doi.org/10.1177/13654802211001563
Coluccino, D. M., Balzola, B., Vagnoni, S., Ciutat, L. R., & Ferraris, A. F. (2026). Invisible Citizens, Visible Futures: Rethinking Inclusivity in Urban Digital Twins. In V. de O. J., R. J., D. J., C. P., & L. J. (Eds.), Lecture Notes in Computer Science: 16121 LNAI (pp. 492–504). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-032-05176-9_38
Daulay, L. S., Sit, M., Parapat, I. K., & Elmi, N. (2023). Parenting program to increase awareness. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(3), 699–711. https://doi.org/10.37680/scaffolding.v5i3.3398
de Marco, A., Gabas, C., Baird, S., Buck, D., Johnson, J., & Napoli, A. (2026). Using Data Walks to Leverage Community Expertise: Examples in Research-Practice Partnerships. Journal of Participatory Research Methods, 7(2). https://doi.org/10.35844/001c.161572
Dockett, Sue; Perry, B. (2022). Transition to school: A critical review of research and policy. Early Years, 42(1), 1–14. https://doi.org/10.1080/09575146.2020.1717011
Drosten, M., & Gasteiger, H. (2025). Quality of Mathematics-Specific Interaction During Play Situations. Journal fur Mathematik-Didaktik, 46(2). https://doi.org/10.1007/s13138-025-00265-9
Edwards, S., Henderson, M., Tsindos, S., & Mits, L. (2025). Play-based learning about the internet and online safety. In Young Children in Digital Society: Now and into the Future (pp. 115–135). Taylor and Francis. https://doi.org/10.4324/9781003460930-7
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools, second edition. In School, Family, and Community Partnerships: Preparing Educators and Improving Schools, Second Edition. https://doi.org/10.4324/9780429494673
Garbacz, S. A. (2022). Family–school collaboration and early childhood learning outcomes. Journal of Educational Psychological Consultation, 32(3), 1–25. https://doi.org/10.1080/10474412.2021.1960584
Garbacz, S. A., et al. (2022). Family–school collaboration and early childhood learning outcomes. Journal of Educational Psychological Consultation, 32(3), 1–25. https://doi.org/10.1080/10474412.2021.1960584
Goodall, J. (2013). Parental engagement to support children’s learning: A six point model. School Leadership & Management, 33(2), 133–150. https://doi.org/10.1080/13632434.2012.724668
Goodall, J. (2021). Parental engagement and deficit discourses: Absolving the system and solving parents. Educational Review, 73(1), 1–16. https://doi.org/10.1080/00131911.2018.1559801
Grimmer, T. (2026). I want to hold your hand!: the case against ‘no-touch’ policies in early childhood education. Early Years. https://doi.org/10.1080/09575146.2026.2685573
Hashemi, S. M. H., Kolivand, H., Khan, W., & Saba, T. (2026). Infant Cry Analysis: A Survey of Datasets, Features, and Machine Learning Techniques. IEEE Transactions on Affective Computing, 17(1), 21–40. https://doi.org/10.1109/TAFFC.2025.3636598
Hernandez, J. M., Pearl, E., Reich, B. S., & Charmaraman, L. (2025). Parental Monitoring of Early Adolescent Social Technology Use in the US : A Mixed-Method Study. Journal of Child and Family Studies, 33, 1–18. https://doi.org/10.1007/s10826-023-02734-6
Kale, S., -, S., & Dewanti, S. R. (2023). The Influential Factors of Parents’ Involvement in Early Childhood Education: Study of Children 4-6 Years Old. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 10(1), 1–10. https://doi.org/10.21107/pgpaudtrunojoyo.v10i1.19374
Kaya, Ü. Ü. (2025). Parental engagement and satisfaction in early childhood education: The mediating role of home literacy environment. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01935-6
Kim, E. M., & Sheridan, S. M. (2021). Foundational aspects of family–school partnerships in early childhood education. School Psychology Review, 50(2–3), 1–15. https://doi.org/10.1080/2372966X.2020.1852004
Kumalasari, P. I. (2021). The role of students’ parents in shaping home learning environment (HLE) for early childhood. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1521–1535. https://doi.org/10.31004/obsesi.v5i2.881
Khaenamkhaewa, D. (2026). Digitally visible, culturally grounded: Narcissism and student leadership in Thai higher education. Multidisciplinary Science Journal, 8(10). https://doi.org/10.31893/multiscience.2026650
Kishnani, P. S., Seefried, L., Ozono, K., Martos-Moreno, G. Á., Rockman-Greenberg, C., Fowler, D., Burke, L. K., Mowrey, W. R., Rush, E. T., Ebeling, P. R., Högler, W., Linglart, A., Fang, S., Petryk, A., & Dahir, K. M. (2025). The Global Hypophosphatasia Registry: lessons learned from a decade of real-world data. Orphanet Journal of Rare Diseases , 20(1). https://doi.org/10.1186/s13023-025-04129-w
Kortenkamp, U., Ladel, S., & Larkin, K. (2025). Understanding Children’s Learning of Part–Whole Relations Using Fingu. Digital Experiences in Mathematics Education, 11(2), 287–306. https://doi.org/10.1007/s40751-024-00160-x
Lyu, S.-R. (2025). A critical reflexión to (re)open the pedagogy about race and racism with toddlers during neighborhood walks. Journal of Childhood, Education and Society, 6(3), 355–368. https://doi.org/10.37291/2717638X.202563640
Muriithi Gitonga, C., Karuku, S., Otieno Asweto, C., Rugano, P., Mueni Nzomo, C., Okach Ngicho, D., Okoth Saoke, V., & Munyao Mulonzi, B. (2026). Parental empowerment and engagement as predictors of foundational learning. Journal of Childhood, Education and Society, 7(2), 309–327. https://doi.org/10.37291/jces.591
OECD. (2023). Starting strong VII: From a child’s perspective. https://doi.org/10.1787/eed1fbd7-en
Perry, J. A., & Abruzzo, E. (2020). Faculty Leaders Challenges and Strategies in Redesigning EdD Programs. Impacting Education: Journal on Transforming Professional Practice, 5(1), 1–6. https://doi.org/10.5195/ie.2020.143
Petersson, H., Skantz, E., & Williams, P. (2025). Structure-Driven and Process-Driven Conceptualisations of “the Best Interests of the Child” Principle in Early Childhood Education and Care: A Scoping Review. International Journal of Children’s Rights, 33(4), 952–985. https://doi.org/10.1163/15718182-33040007
Piombo, M. A., Trombini, E., Epifanio, M. S., La Grutta, S., & Andrei, F. (2025). Emotional and Social Intelligences as Predictors of Scholastic Anxiety, Depression, and Academic Results in Primary School Children. Psychological Reports. https://doi.org/10.1177/00332941251409169
Putri, S. U., Suherman, A., Maranatha, J. R., Rosmana, P. S., & Bayuni, T. C. (2025). Interactive Scientific Sport Fun Games Interactive for Early Childhood Education (ISSFG-ECE): The Needs and Perceptions of Early Childhood Teachers. International Journal of Learning, Teaching and Educational Research, 24(3), 634–655. https://doi.org/10.26803/ijlter.24.3.30
Rorije, M., Damen, S., Janssen, M. J., & Minnaert, A. (2023). Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness: a systematic literature review. Frontiers in Education, 8(October), 1–18. https://doi.org/10.3389/feduc.2023.1228905
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions Richard M. Ryan & Edward L. Deci. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Sénéchal, M., & Young, L. (2021). The effect of family literacy interventions on children’s acquisition of reading. Review of Educational Research, 91(3), 354–386. https://doi.org/10.3102/0034654321998074
Siddiqui, N., Dixon, P., & Gorard, S. (2023). Social Sciences & Humanities Open Is parental awareness of children ’ s academic potential a good predictor of children ’ s learning outcomes in Early Year ’ s settings ? Findings from two provinces in Pakistan and India ☆. Social Sciences & Humanities Open, 8(1), 100651. https://doi.org/10.1016/j.ssaho.2023.100651
Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H. C., & Lewis, H. (2012). Parents ’ Beliefs about Children ’ s Math Development and Children ’ s Participation in Math Activities. Advances in Mathematics Education, 2012, 1–13. https://doi.org/10.1155/2012/851657
Swastika, L. S., & Sakti, U. P. (2022). THE ROLE OF PARENTS AS FACILITATORS IN HELPING CHILDREN TO LEARN DURING THE COVID-19 PANDEMIC. Journal of Early Childhood Education (JECE), 4(1), 34–47. https://doi.org/10.15408/jece.v4i1.26652
Quinones, G., & Adams, M. (2025). Becoming a professional: exploring vulnerabilities in an Australian birth-to-three-year-old professional experience. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2025.2527236
Soma, Y., Ogasawara, Y., & Kobayashi, H. (2025). Early Predictors of School Absenteeism in First-Grade Children: A Multidimensional Longitudinal Study in Japan. Children, 12(9). https://doi.org/10.3390/children12091265
Stephens, C., Pianta, R. C., Whittaker, J. E., & Vitiello, V. E. (2025). Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade. Early Education and Development, 36(6), 1199–1222. https://doi.org/10.1080/10409289.2025.2484849
UNICEF, U. &. (2024). Global Report on Early Childhood Care and Education: The Right to a Strong Foundation. Paris. Retrieved from https://www.unesco.org/
Ünsal, Ü., Hasibe, K., Demircan, Ö., & Altun, D. (2025). Parental Engagement and Satisfaction in Early Childhood Education : The Mediating Role of Home Literacy Environment.
Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193
Wati, A. P., & Sahid, S. (2022). Factors Influencing Parents ’ Awareness of Children ’ Education Investment : A Systematic Review. Sustainability, 14(14). https://doi.org/10.3390/su14148326
Weber, A. M., Möhring, W., Jee, B. D., Greiff, S., & Golinkoff, R. M. (2026). Educational relevance and implications of spatial development in early childhood. Learning and Instruction, 105. https://doi.org/10.1016/j.learninstruc.2026.102389
Zhou, W., Nakatsubo, F., & Liu, K. (2026). Sustainable online early childhood professional learning networks: Exploring platform impact and teacher educator strategies. Teaching and Teacher Education, 177. https://doi.org/10.1016/j.tate.2026.105561
Zulauf-mccurdy, C. A., Mcmanus, M. S., Golez, M., & Fettig, A. (2024). A Systematic Review of Interventions to Promote Parent-Teacher Relationships in Early Care and Education : Exploring the Social Process Between Parents and Teachers. SAGE Open, 14(4), 1–14. https://doi.org/10.1177/21582440241288114