International Journal For Multidisciplinary Research

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Volume 8 Issue 3
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To explore parental involvement in emergent literacy development among preschoolers in selected primary schools: A case study of Mansa District.

Author(s) Ms. Grace Kabwe, Dr. Adam Banda
Country Zambia
Abstract Emergent literacy is the foundation of reading and writing development, shaped largely by early home and school experiences, with parental involvement playing a key global role in supporting children’s literacy skills (Epstein, 2001; UNESCO, 2017). However, in Sub-Saharan Africa and Zambia, many parents face challenges such as low literacy levels, poverty, and limited resources, especially in rural areas like Mansa District. The study problem is that despite the importance of parental involvement, many parents do not consistently engage in home literacy activities due to limited knowledge, resources, and school support. This creates a gap between expected and actual parental involvement, affecting children’s school readiness. Therefore, the study aimed to explore home literacy practices, challenges, parental perceptions, school support, and strategies to enhance involvement. A mixed-methods research design was used to combine quantitative and qualitative approaches in examining parental involvement in emergent literacy in Mansa District. The study used a purposive sampling technique to select a sample of 40 participants, including parents, teachers, and school administrators. Data were collected through questionnaires, interviews, focus group discussions and observations and analyzed using descriptive statistics (frequencies and percentages) and thematic analysis to generate integrated findings. The study found a strong positive correlation (r = 0.68) between school support and parental involvement in emergent literacy in Mansa District. Parental involvement was higher among mothers (65%) compared to fathers (35%), with most parents aged 30–39 years (58%). The majority of parents had secondary education (40%), while 35% had primary education and 25% had no formal education, which limited effective literacy support at home. Results further show that 70% of parents reported challenges such as lack of learning materials, limited time, and low literacy levels, yet 78% expressed willingness to support their children’s learning. The study recommends strengthening school home collaboration, increasing parent training programmes, and improving access to literacy resources to enhance emergent literacy outcomes.
Keywords Emergent literacy, parental involvement, home literacy practices, school support, Mansa District.
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-29
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79875
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