Parental Involvement in Children’s Initial Literacy Learning in Primary Schools in Mungwi District, Zambia

Abstract

Abstract This study sought to establish what primary schools were doing to ensure that there was parental involvement in children’s literacy learning. A qualitative design methodology was utilized, and data was collected through interviews, document analysis, and focus group discussions. The study found that parental involvement in children’s initial literacy learning in many schools was only achieved through the strategies put in place by some cooperating partners working with the schools such as Read to Succeed, a nongovernmental organization supported by the United States Agency for International Development (USAID). The strategies put in place by these partners enabled teachers and parents to work together so that parents were able to actively get involved in their children’s initial literacy learning. The study recommends that teacher education seriously consider including components on parental involvement in the college literacy syllabus to enhance teachers’ involvement of parents in children’s initial literacy learning in primary schools. The study further recommends that parental involvement in children’s literacy learning should be embedded in the school curriculum to enhance the commitment of teachers and school administrators. Key Words: parental involvement, initial literacy, learning, primary schools, children