PARENTING APPROACHES: ENHANCING PRE-LITERACY AND NUMERACY SKILLS IN EARLY CHILDHOOD

Rina Wati; Ahmad Yusuf Sobri; Pramono Pramono

doi:10.32806/jkpi.v6i2.881

Authors

Rina Wati Universitas Negeri Malang
Ahmad Yusuf Sobri Universitas Negeri Malang
Pramono Pramono Universitas Negeri Malang

DOI:

https://doi.org/10.32806/jkpi.v6i2.881

Keywords:

Parenting Program, Pre-Literacy, Numeracy, Family Involvement

Abstract

This study will analyse how parenting programs improve pre-literacy and numeracy skills in early childhood. This study uses a case study approach, where interviews, observations and documentation are used as media for data collection. Data are analysed in stages, from data display, data reduction, and concluding with conclusion drawing. The results of the study show that parenting programs in improving pre-literacy and numeracy skills in early childhood are carried out through providing stimulation through daily activities, building a supportive learning environment, an individualised approach in learning, and increasing family involvement in children's education. This study offers implications for the importance of parenting programs in pre-literacy and numeracy skills in early childhood through daily stimulation, a supportive learning environment, an individualised approach, and family involvement. These findings provide insight into developing more structured and relevant parenting programs to support optimal child development at home and school.

References

Al Murshidi, G., Daoud, S., Al Derei, R., Alhamidi, H., Jabir, W., & Sayed, N. (2023). Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. International Journal of Educational Research Open, 5, 100297.

Almaghfiroh, Z. A., Qomariyah, G. F. A. N., Maulana, A. A., Elbarkah, A. A., & Sulaiman, H. M. S. (2024). Implementasi perkembangan bahasa dan sosial anak melalui pendidikan orang tua yang berkualitas. Innovative: Journal Of Social Science Research, 4(4), 13158–13180.

Boysen, G. A. (2024). Lessons (not) learned: The troubling similarities between learning styles and universal design for learning. Scholarship of Teaching and Learning in Psychology, 10(2), 207.

Çaliskan, E. F., & Ulas, A. H. (2022). The Effect of Parent-Involved Reading Activities on Primary School Students’ Reading Comprehension Skills, Reading Motivation, and Attitudes towards Reading. International Electronic Journal of Elementary Education, 14(4), 509–524.

Chen, W. (2024). Problem-solving skills, memory power, and early childhood mathematics: Understanding the significance of the early childhood mathematics in an individual’s life. Journal of the Knowledge Economy, 1–25.

Conica, M., Nixon, E., & Quigley, J. (2023). Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children’s academic competencies at 5 and 9 years. Developmental Psychology, 59(6), 1045.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. In PEARSON (4th ed.). Boston: Pearson Education, Inc. https://doi.org/10.1017/CBO9781107415324.004

Destiawati, F., & Dhika, H. (2024). Inovasi Pembelajaran Digital: Peningkatan Literasi dan Numerasi di Pendidikan Anak Usia Dini. Jurnal Insan Peduli Sosial Masyarakat (JIPEMAS), 2(2), 39–47.

Dierkx, V., van de Rijt, B., Hessen, D., van Luit, H., & van Viersen, S. (2025). Early numeracy development as a foundation of mathematics achievement in primary education. Learning and Individual Differences, 121, 102706.

Douglas, A.-A., & Rittle-Johnson, B. (2024). Parental early math support: The role of parental knowledge about early math development. Early Childhood Research Quarterly, 66, 124–134.

Fauziah, S. L. (2022). Pendampingan belajar pada bidang literasi dan numerasi siswa sekolah dasar di masa transisi. Jurnal Basicedu, 6(2), 2606–2615.

Haq, F., Novridho, M. H., Mukaromah, F. N. I., Qulub, R., & Kholilah, M. N. (2024). Implementasi Edukasi Gizi Seimbang Untuk Orang Tua Dalam Mendukung Tumbuh Kembang Anak di Padukuhan Teganing 1, Kulon Progo. ALMUJTAMAE: Jurnal Pengabdian Masyarakat, 4(3), 259–269.

Hossain, M. I., Haq, I., Hossain, M. S., Habib, M. J., Islam, F. B., Roy, S., & Rahman, M. (2023). Factors associated with early literacy and numeracy development among children under five years in Bangladesh: multivariate two-level mixed effect approach. International Journal of Social Economics, 50(3), 345–358.

Juwita. (2025). Komunikasi Efektif dalam Peningkatan Mutu Pendidikan: Perspektif Psikologi Pendidikan. Ahsan Journal: Journal of Educational Managemnet Research, 1(1).

Kamal, A., Amjad, N., Yaqoob, U., Saud, N., Ijaz, M., Khan, I., & Andualem, M. (2022). Role of socioeconomic and parental involvement factors on children foundational learning skills based on MICS (2017–2018) data Punjab, Pakistan. Scientific Reports, 12(1), 10313.

Kumar, M., & Behera, B. (2022). Influence of home environment on children’s foundational literacy and numeracy skills: A systematic synthesis with India in focus. Asian Journal for Mathematics Education, 1(3), 359–380.

Laxman, R. (2024). Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning. Xpertno International Journal of Interdisciplinary Research (XIJIR), 1(2), 13–22.

Lestari, G. D., & Yusuf, A. (2022). The Role of Parents in the Development of Numerical Literacy in Early Childhood. European Journal of Education and Pedagogy, 3(5), 86–92.

Ma, L., Liu, J., & Li, B. (2022). The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281–296.

Maharbid, D. A., Markum, M., Gumala, Y., Pujayanah, I. S., & Sapitri, N. (2024). Asistensi Pembelajaran Literasi Dan Numerasi Dasar Bagi Orang Tua Siswa Di Kawasan Renzo Edupark Ubj Cibadak Sukabumi. JPM: Jurnal Pengabdian Masyarakat, 3(1), 343–351.

Ne’eman, A., & Shaul, S. (2023). The association between emergent literacy and cognitive abilities in kindergarten children. Child & Youth Care Forum, 52(2), 467–488. Springer.

Rofiki, M., & Badriyati, L. (2025). Enhancing Student Resilience through Anti-Bullying Policies: A Qualitative Study. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 11(01), 161–176.

Sengonul, T. (2022). A Review of the Relationship between Parental Involvement and Children’s Academic Achievement and the Role of Family Socioeconomic Status in This Relationship. Pegem Journal of Education and Instruction, 12(2), 32–57.

Taherdoost, H. (2022). What are different research approaches? Comprehensive Review of Qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63.

Tokuhama-Espinosa, T. (2025). One way neuroscience can improve Pre-literacy and Pre-numeracy skills in Young Children. World Education Research Association: International Perspectives on Language, Literacy and Learning. Corvinus University.

Wardhani, H. S., & Wiarsih, C. (2024). Kesiapan belajar siswa kelas 1 ditinjau dari pengalaman pendidikan prasekolah dan peran orang tua. Consilium: Education and Counseling Journal, 4(2), 172–184.

Wilder, S. (2023). Effects of parental involvement on academic achievement: a meta-synthesis. In Mapping the field (pp. 137–157). Routledge.