The Role of Parents in Developing Phonological Awareness in 4–5-Year-Old Children: A Case Study at Cahaya Hati Kindergarten

Abstract

Phonological awareness is a fundamental skill that supports early literacy development in young children. This study aimed to: (1) analyze the role of parents in developing children's phonological awareness at home; (2) identify the factors that support parents' involvement in fostering children's phonological awareness; and (3) examine the factors that hinder parents' role in developing children's phonological awareness. This study employed a qualitative approach using a case study design. The participants consisted of three parents, teachers, and Group A children at Cahaya Hati Playgroup. Data were collected through observations, in-depth interviews, and documentation. The data were analyzed using a case study analysis approach, while the trustworthiness of the findings was established through source and technique triangulation. The findings revealed that parents assumed four essential roles in promoting children's phonological awareness: as role models, mentors, organizers, and teachers. These roles were implemented through shared reading of picture storybooks, letter puzzle activities, the use of alphabet posters, and positive reinforcement during learning activities. Supporting factors included children's learning motivation, memory ability, family literacy practices, and a supportive home environment. The primary inhibiting factor was children's fluctuating moods, which affected their participation in learning activities. The findings suggest that active parental involvement in the home literacy environment plays a significant role in strengthening children's phonological awareness as a foundation for early reading development.