Parental involvement in early literacy development: narratives from Indonesian low-income parents

Abstract

ABSTRACT Set in the context of socioeconomically disadvantaged parents in Indonesia, this study sought to explore parents’ lived experiences of their involvement in supporting their children’s early literacy development and gain insight into the obstacles they faced in assisting their children’s early literacy practices. This study utilised a qualitative research design that was based on narrative inquiry. A total of 10 parents with primary school-age children in Indonesia were interviewed. The data were analysed thematically, employing a narrative methodology. Through in-depth analysis of the data, we were able to identify two distinct narratives. (1) A narrative of inequality highlighted mothers’ frustration with their partners’ low involvement and parents’ concern about schools. (2) A narrative of hope explored parents’ optimistic view of the enhanced communication between parents and teachers. In addition, despite the economic difficulties, they highly appreciated the participation of their extended family in assisting their children’s early literacy development.