Investigating the Effects of Parental Involvement on the Social and Emotional Development of Kindergarten Children in Jordan
DOI:
https://doi.org/10.35516/Hum.2026.9902Keywords:
Parental involvement, kindergarten education, social-emotional development, Jordan, mixed-methods research, educational policy.Abstract
Objectives: This study aims to explore how parental involvement influences the social and emotional development of kindergarten children in Jordan, considering the country’s unique cultural and socioeconomic contexts.
Methods: Employing a mixed-methods approach, this study integrates quantitative data from a cross-sectional survey involving 200 parents of kindergarten-aged children and qualitative insights from semi-structured interviews with parents, teachers, and school administrators. Children’s social and emotional competencies were quantitatively assessed using the Social-Emotional Assessment/Evaluation Measure (SEAM).
Results: Quantitative analyses revealed that high levels of parental involvement, particularly in educational activities, were strongly correlated with better social and emotional outcomes in children (r = 0.45, p < 0.01 for self-regulation; r = 0.50, p < 0.01 for social communication). Qualitative findings complemented these results, highlighting that effective communication with teachers and regular attendance at school events significantly contribute to positive developmental outcomes. Furthermore, barriers such as conflicting work schedules and limited educational resources were identified, influencing the degree of parental engagement.
Conclusions: The findings underscore the significant influence of parental involvement on the social and emotional development of children in Jordan, advocating for the implementation of culturally sensitive educational policies and practices that promote and facilitate parental engagement. This study emphasizes the necessity of developing targeted interventions that address identified barriers to parental involvement, thereby enhancing the educational experiences and developmental trajectories of kindergarten children.
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