Are they ready? A scoping review of early childhood school readiness with a focus on parental involvement and home environment
DOI:
https://doi.org/10.56294/saludcyt20252064Keywords:
Home environment, Parental involvement, School readinessAbstract
Introduction: studies identify parental involvement as one of the most influential factors shaping school readiness in young children. This study aimed to describe scientific findings related to school readiness in early childhood, with a particular focus on the role of parental involvement and the home environment.
Methods: this study employed a scoping review from April to May 2025. The database searches included PubMed, Scopus, Web of Science, and Education Resources Information Center (ERIC). Eligible studies were published between 2015 and 2025, written in English, and examined preschool children’s school readiness in relation to parental involvement and/or the home environment. Data were extracted based on authors, titles, samples, levels of evidence, locations, and key findings.
Results: the electronic searches yielded 309 articles, of which 40 met the inclusion criteria. This review identified that school readiness encompasses cognitive, socio-emotional, physical, and behavioral aspects, with parental involvement and the quality of the home environment serving as crucial determinants. Parental engagement practices, both at home and in school, have a positive impact on children’s literacy skills and self-regulation. A home environment rich in cognitive stimulation and emotional support further enhances early academic readiness. Variations in the effectiveness of interventions highlight the importance of contextually and culturally responsive approaches.
Conclusions: this study offers implications for the design of more evidence-based and responsive early childhood education programs. Recommend for future research on the specific mechanisms linking parental roles, the home environment, and school readiness across diverse social contexts.
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