The Relationship Between Parental Roles in Preparing Children for School and Preschool Children's Adaptation Ability
DOI:
https://doi.org/10.64624/jpec.v2i1.286Keywords:
Adaptation Ability, Parental Role, Preschool ChildrenAbstract
Entering formal education is an important transition in preschool children’s development that requires social, emotional, cognitive, and behavioral adaptation. Parents play an important role in supporting this transition through early stimulation, emotional support, guidance, and learning experiences before children enter the school environment. This study aimed to examine the relationship between parental roles in preparing children for school and the adaptation ability of preschool children at TK Islam Shiraathal Jannah, Jakarta. The study employed a quantitative approach with a correlational design. The sample consisted of 22 parents selected through total sampling because all members of the population were included as respondents. Data were collected using questionnaires and supported by structured observations in the school environment. Data analysis involved descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and Pearson Product-Moment correlation using SPSS version 25. The results showed that parental roles were categorized as very high, with a mean score of 85.55, while children’s adaptation ability was categorized as moderate, with a mean score of 52.82. Correlation analysis revealed a positive and significant relationship between parental roles and preschool children’s adaptation ability (r = 0.557, p = 0.007, 95% CI = 0.18–0.79). These findings indicate that stronger parental roles in preparing children for school are associated with better adaptation ability. However, because the study used a correlational design, the findings should not be interpreted as evidence of a causal relationship. The findings highlight the importance of collaboration between parents and schools in supporting children’s adaptation during the transition to formal education.
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