Abstract
Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education
Highlights
There is a large body of evidence suggesting that parental involvement benefits children of all ages (Desforges et al, 2003)
There is a significant relationship between socioeconomic status, interpersonal communication, and school climate with the involvement of parents in children's education in Bejiharjo village, Gunungkidul Regency
4.1.4 Socioeconomic status, interpersonal communication and school climate have a significant relationship with parental involvement in children's education (H4)
Summary
There is a large body of evidence suggesting that parental involvement benefits children of all ages (Desforges et al, 2003). This covers both home-based and school-based parental involvement, such as listening to children read and supervising homework, as well as parent engagement sessions and parent–teacher meetings (Hornby & Lafaele, 2011). The family is an important part of a children's educational experience. Several studies have identified family factors as important determinants of academic success. Epstein's (2002) concept of simultaneous domains of control based on the three fields of home, education, and society can be used to categorize the different obstacles to parent involvement The majority of family variables, including systemic (parents' socioeconomic and educational levels, cultural capital, family structure) and dynamic (parent-child partnership, affective environment, disciplinary style, parental level of cognition), influence academic achievement through parental intervention or encouragement (Georgiou & Tourva, 2007). Epstein's (2002) concept of simultaneous domains of control based on the three fields of home, education, and society can be used to categorize the different obstacles to parent involvement
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