Learn from parents: exploring parental involvement in stem activities in Indonesian early childhood education

(3) To what extent is parental involvement associated with children’s STEM learning outcomes in early childhood education settings? (4) How are parents involved in supporting early childhood learning in Indonesia, with particular attention to STEM-related activities within the broader context of holistic parental involvement?<br><br>A sequential mixed-method design was employed, consisting of two main phases. In the quantitative phase, four steps were conducted: (a) the development and validation of instruments measuring parental involvement and children’s STEM outcomes; (b) analysis of how various factors, such as parent gender, age, educational background, occupation, income, and child age, gender, and school type, influence the level of parental involvement; (c) analysis of how parent age, educational background, occupation, income, as well as child age, gender, and school type affect children's STEM outcomes; and (d) examination of the contribution of parental involvement to children’s STEM outcomes.

Following the quantitative phase, the qualitative phase involved in-depth interviews with 12 parents to further explore the nature, practices, and challenges of their involvement in STEM-related activities within the broader context of holistic parental involvement. Key findings of the study include: (1) Parental involvement significantly varied based on demographic factors, including parent gender, age, educational background, occupation, income, as well as child age, gender, and school type.

(2) Several parental and child characteristics, particularly parental education, job, income, and child age and school type had a notable influence on children's STEM outcomes. (3) A strong, direct relationship was found between the level of parental involvement and children’s STEM performance in ECE settings. (4) The qualitative findings revealed how parents in urban Indonesia engage in both general educational support and specific STEM activities at home, highlighting culturally embedded practices, strategies, and challenges.<br><br>This study provides valuable contributions by offering a comprehensive analysis of factors affecting parental involvement and their impact on children’s STEM outcomes.

It underscores the need for equitable access to quality STEM education and suggests incorporating culturally and religiously contextualised approaches to foster holistic early STEM development. The findings offer practical insights for policymakers and educators to enhance STEM education in early childhood, both in Indonesia and globally.<br><br><i>Thesis is embargoed until 31 July 2027.</i>