Parental Involvement in Kindergarten Two Children’s Literacy Development: Why Home Learning Matters?

This research explores the role of parental involvement in the English language literacy development of children in Ghana. Literacy is essential for achieving Sustainable Development Goals (SDGs). It uses case study research design to answer the research questions formulated in this study. Qualitative data were collected using a semi-structured interview guide and analysed using thematic analysis. In the context of the parental involvement framework proposed by Epstein (1995) and Vygotsky's sociocultural learning theory (1978), the study examined the nature and frequency of parental involvement in kindergarten children’s literacy development at home. The study found that most parents never engaged their children in any form of oral language, writing and reading fluency and comprehension activities at home. Many parents also believed their KG2 children were too young to visit the library for reading and writing activities. However, some engaged their children in letter and word tracing, handwriting, drawing, and homework activities at home at least twice a week. Most parents were not satisfied with their current levels of involvement in their KG2 children’s English language learning at home. The study recommended that parents should allocate sometime within their busy schedules to assist them in learning at home.