Examining parent involvement factors on young children‘s social emotional development in urban early childhood education settings

Parent involvement is promoted as the cornerstone of early childhood education. Drawing on Epstein’s framework and a multi- informant mixed-methods design, this study examines the dimensions of parental involvement predictive to young children social–emotional development (SED) in urban settings. This research applied mix method. Quantitative data were collected from 261 parents and 52 teachers in five metropolitan districts of Jakarta, with the parents reporting five dimensions of involvement and the teachers independently assessing the children’s SED. Qualitativedata were conducted through focus groups discussion with parents and teachers in order to interpret and extend the statistical findings. This study indicates that learning at home was the strongest and most consistent dimension associated with children’s SED. The qualitative findings revealed that urban families’ time constraints Page 3 of 4and digital distractions shaped the quality and consistency of parent–child interactions at home. The findings suggest that urban early childhood systems should prioritize scalable guidance for home learning and reflective two-way communication to strengthen children development.