Parental involvement in pre-school children's socio- emotional development in Ngong Division Of Kajiado County, Kenya
The role of parenting in the development of children is an area of interest to many educationists. Whereas the parent's role in learners' academic achievement has been heavily studied, there is apparent need for an examination of parental involvement in other aspects of children's growth. Socio emotional development is essential for a child's survival and the parent contributes significantly to the child's development of social and emotional skills. This study was set out to establish the influence of parental involvement on the socio-emotional development of preschool children in Ngong Division of Kajiado County. The study sought to achieve the following objectives: a) examine the influence of parenting styles on preschool children's socio-emotional competence; b) To establish the influence of parental involvement in learning at home on preschool children's socio-emotional competence. The study adopted Epstein's Theory (2003) which focuses on school and family partnership within a community to inform the study. This study adopted the descriptive research design. The study population included preschool children, their parents and teachers. The study sample included teachers and parents of preschools selected through purposive sampling. Thirteen preschools were selected for the study. In each of these, 10 children, 10 parents and 10 teachers will constitute the study sample of 130 children, 130 parents and 130 teachers giving a total of 390. Data for the study was collected through questionnaire and in-depth interview. Data for the study was analysed through descriptive statistics based on the thematic areas namely parental involvement and social and emotional development of the children. The study found that parental involvement did influence the socio-ernotional competence of the preschoolers in the study sample. The study further established that parental communication as well as involvement contributed significantly to children's ability to display integration and emotional control while in school. The study recommends that teachers enhance the involvement of parents in dealing with children's social and emotional challenges in school.