Nurturing Foundational Capabilities: Parental Roles in the Early Childhood to Primary School Transition

Vera Purwodiningsih; Wuri Astuti; Adinda Meivyriyan N; A’la Fatihatul F; Anggun Faradiva; Desta Nanda Y

doi:10.61987/jemr.v5i5.3159

Authors

Vera Purwodiningsih Universitas Negeri Malang
Wuri Astuti Universitas Negeri Malang
Adinda Meivyriyan N Universitas Negeri Malang
A’la Fatihatul F Universitas Negeri Malang
Anggun Faradiva Universitas Negeri Malang
Desta Nanda Y Universitas Negeri Malang

DOI:

https://doi.org/10.61987/jemr.v5i5.3159

Keywords:

Parental Involvement, School Transition, Early Childhood Education, Home Literacy

Abstract

Indonesia’s Merdeka Belajar Episode 24 initiative has transformed the transition from early childhood education to primary school by eliminating entrance screening, introducing orientation phases, and emphasizing six foundational competencies. This study aimed to examine parental facilitation in supporting children’s adjustment from early childhood education to primary school, particularly in developing foundational competencies, pre-academic prerequisite skills, non-labeling attitudes, and early home literacy practices. A descriptive quantitative approach was employed involving 150 caregivers of Group B kindergarten children. Data were collected using validated Likert-scale instruments and analyzed using percentage statistics to describe parental engagement across the targeted dimensions. The findings showed a very good overall level of parental engagement (80%). The highest ratings were found in cultivating foundational competencies and maintaining non-labeling attitudes (82% each), while pre-academic prerequisite skills reached 71%. Early home literacy practices recorded the lowest score (64%), indicating persistent parental concerns about primary school academic expectations. These findings imply that systematic parenting guidance and collaborative workshops involving early childhood institutions and education authorities are needed to strengthen home literacy practices and align parental support with national transition policies.

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