Parenting Practices Supporting Children's Readiness for Elementary School: A Qualitative Case Study in Surabaya, Indonesia

Hamimah Turrohmah; Wiwin Hendriani; Endah Mastuti

doi:10.58421/gehu.v5i6.2006

DOI:

https://doi.org/10.58421/gehu.v5i6.2006

Authors

Hamimah Turrohmah Universitas Airlangga, Jawa Timur https://orcid.org/0009-0003-7854-3259
Wiwin Hendriani Universitas Airlangga, Jawa Timur
Endah Mastuti Universitas Airlangga, Jawa Timur

Keywords:

Early Childhood Education, Indonesia, Parental Involvement, Parenting Practices, Qualitative Research, School Readiness, School Transition

Abstract

Children's readiness for the transition from early childhood education (PAUD) to elementary school (SD) is an important aspect that may influence their subsequent educational experiences. Parenting practices are an important factor associated with children's school readiness. This study aims to describe children's readiness for entering elementary school in relation to parental parenting practices and to formulate the stages of parenting practices implemented by parents.

This study employed a qualitative approach using a multiple-case study design. Participants were selected through purposive sampling and consisted of five mothers of Kindergarten B children who demonstrated good school readiness based on an initial assessment, along with two teachers as significant others for data triangulation. Data were collected through in-depth interviews and analyzed using an inductive thematic process based on Miles and Huberman's interactive model. The findings describe children's school readiness across eight aspects: social skills, independence, emotional skills, cognitive skills, language and communication skills, motor skills, reading and writing skills, and physical development. Sixteen forms of parenting practices were identified and organized into three stages: the initial stage, involving the fulfillment of developmental milestones through home-based stimulation; the adaptation preparation stage, involving guidance and introduction to the school environment; and the academic preparation stage, involving learning assistance.

These findings provide an empirical description of patterns and stages of parenting practices associated with children's school readiness. The identified three-stage pattern may serve as a reference for schools in developing home-based partnership programs that involve parents in supporting children's readiness for the transition to elementary school.

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