Parents’ involvement in their child’s ECEC centre or school can be due to many factors. Parental involvement can be influenced by the policies and practices of the ECEC centre or school that encourage or discourage active parental involvement. Parents’ working hours can also have a significant influence on the extent to which parents can be involved in their child’s ECEC centre or school.
Disadvantaged children whose parents are involved in their child’s centre or school1 have higher learning outcomes than children’s whose parents are not involved. These associations are strongest for the cognitive domains of emergent literacy, emergent numeracy and working memory (Figure 7.1).