Parent-Child Interaction and Pre-Schooler’s Level of Writing Readiness

Abstract

Parenting education programmes have been found to promote good parent-child interactions in their households. Consequently, benefits in academic success, proper development of a child, prevention of child maltreatment and child aggression, have been associated with these programs. This article reports findings of the study conducted in Siaya county, Kenya to establish whether parenting education programmes influence writing readiness skills of children. A sample comprising 196 caregivers and their preschool children participated in the study. Questionnaire and learners’ writing tests were used to collect data from caregivers and preschool children respectively. To ensure validity of the instruments, content analysis was done. Descriptive statistics including means, standard deviation and percentages were used in summarizing data while Pearson Product Moment correlation coefficient was used to analyse the data with the help of Statistical Package for Social Sciences version 20. The study revealed an existence of a significant relationship between parent-child interactions and level of writing readiness of preschool children.

Keywords:Children’s writing skills, parental involvement, Parent-Child interaction, writing readiness skills

DOI: 10.7176/JEP/11-33-12

Publication date: November 30^th 2020