Parent-Child Interaction and Pre-Schooler’s Level of Writing Readiness
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Date
2020
Authors
Rabok, Daniel Achero
Mwoma, Teresa Bitengo
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
Abstract
Parenting education programmes have been found to promote good parent-child interactions in their households.
Consequently, benefits in academic success, proper development of a child, prevention of child maltreatment and
child aggression, have been associated with these programs. This article reports findings of the study conducted in
Siaya county, Kenya to establish whether parenting education programmes influence writing readiness skills of
children. A sample comprising 196 caregivers and their preschool children participated in the study. Questionnaire
and learners’ writing tests were used to collect data from caregivers and preschool children respectively. To ensure
validity of the instruments, content analysis was done. Descriptive statistics including means, standard deviation
and percentages were used in summarizing data while Pearson Product Moment correlation coefficient was used
to analyse the data with the help of Statistical Package for Social Sciences version 20. The study revealed an
existence of a significant relationship between parent-child interactions and level of writing readiness of preschool
children
Description
Article
Keywords
Children’s writing skills, parental involvement, Parent-Child interaction, writing readiness skills
Citation
Rabok, D., & Mwoma, T. (2020). Parent–Child Interaction and Pre-schoolers’ Level of Writing Readiness. Journal of Education and Practice, 2(33), 2020.