Parents' Involvement in Play Activities for Early Childhood Mathematics

Abstract

The purpose of this study is to determine the extent to which parents are involved in playing with children, especially in early mathematics. A quantitative study was conducted using a survey method. This study used a questionnaire form to collect information. The sample consisted of 67 individuals, specifically parents, who were carefully selected. Descriptive analysis using frequency percentages, means, and standard deviations was used to examine the data. Overall, the study results show that parents' involvement in children's mathematics play activities is moderately high with a mean of 3.36. Furthermore, the results regarding parents' difficulties with early childhood mathematics play activities are moderately low with an overall mean of 2.94. This indicates that parents face many challenges when teaching children early mathematics through play. Lastly, parents are now more aware of how they provide education to their children within the contemporary education system. Parents should regularly encourage their children to play to help them develop. This study found that while children learn early mathematics, parents' involvement in play activities at home needs to be increased.