The Relationship between Parental Involvement and Children's Socioemotional Development

Abstract

Children's development in early education requires active support from parents. Parental involvement is part of the concept of participation level, which aims to help children achieve holistic development, especially in emotional and social aspects. Therefore, this study was conducted to investigate the relationship between parental involvement and the socio- emotional development of preschool children in Selangor. This study uses a survey design with a quantitative approach, involving 476 parents as a sample determined based on the sample size determination method by Cohen, Manion, and Morrison (2001). Data was collected using a questionnaire distributed via Google Form with a Likert scale to measure the level of parental involvement. Meanwhile, children's socioemotional development is measured using the Ages & Stages Questionnaire instrument: Social-Emotional (ASQ:SE). Data analysis was performed using SPSS software (Statistical Package for the Social Sciences) to obtain mean values, standard deviations, percentages, and Pearson's correlation. The results of inference analysis show that there is a significant negative relationship between parental involvement and children's socioemotional development. These findings suggest that higher parental involvement contributes to better socioemotional development, which may also be influenced by factors such as socioeconomic background, parental education level, or the quality of interaction between parents and children. This study shows that the active part of parents helps children's socioemotional development. Therefore, parents are advised to use various methods to build a good relationship with their children and support them to ensure their holistic development.