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A Systematic Review on How Parental Involvement in ICT Enhances Digital Literacy and Language Learning
DOI:
https://doi.org/10.31004/obsesi.v9i2.6908Keywords:
Digital literacy, Early Childhood Education, ICT, Language Learning, Parental involvement.Abstract
Early childhood is a crucial period for developmental,where parental involvement and the integration of information and communication technology (ICT) significantly influence digital literacy and language learning.This study systematically reviews existing literatureto examine how parental engagement in ICT-based learning environments enhances children’s educational outcomes. Unlike previous research, this study provides a holistic analysis that integrated both digital literacy and language learning within early childhood education. The findings highlight that active parental participation not only fosters academic success and socio-emotional development but also mitigates some challenges associated with ICT use. While ICT enhances language acquisition and digital skills, concern such as cognitive strain, online safety risks, and disparities in internet access pose significant barriers to its effectiveness. This research underscores that necessity of structured parental involvement, equitable digital policies, and targeted ICT training for both educators and parents. Implementing these strategies can optimize children’s learning experiences and bridge existing gaps in digital literacy education, ensuring a more inclusive and effective integration of ICT in early childhood education.
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References
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Castro, M., Expósito-Casas, E., López-MartÃn, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
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Ekinci-Vural, D. (2021). Parental involvement in early childhood classrooms: Turkish teachers’ views and practices. African Educational Research Journal, 9(1), 60–68. https://doi.org/10.30918/AERJ.91.20.208
Gruchel, N., Kurock, R., Bonanati, S., & Buhl, H. M. (2024). Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation. Journal of Research in Childhood Education, 00(00), 1–18. https://doi.org/10.1080/02568543.2024.2376099
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Hanssen, N. B., & Mamonka, V. (2021). Parental involvement in early childhood education in Belarus. Parental Engagement and Early Childhood Education Around the World, 8(1), 40–49. https://doi.org/10.4324/9780367823917-4
Hasbi, Adiarti, R. (2020). Toolkit Pemanfaatan Literasi Digital Dalam Pembelajaran Anak Usia Dini. Kementerian Pendidikan Dan Kebudayaan, 1–45.
Hatzigianni, M., & Margetts, K. (2012). “I am very good at computersâ€: Young children’s computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20(1), 3–20. https://doi.org/10.1080/1350293X.2012.650008
Hedges, H., Fleer, M., Fleer-Stout, F., & Hanh, L. T. B. (2016). Aspiring to quality teacher–parent partnerships in Vietnam: Building localised funds of knowledge. Australian Research in Early Childhood Education, 7(3), 49–68.
Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2021). Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans. Scandinavian Journal of Educational Research, 65(1), 36–53. https://doi.org/10.1080/00313831.2019.1650825
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: an update. Educational Review, 70(1), 109–119. https://doi.org/10.1080/00131911.2018.1388612
Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALICO Journal, 30(2), 163–178. https://doi.org/10.11139/cj.30.2.163-178
Işıkoğlu, N., Erol, A., Atan, A., & Aytekin, S. (2023). A qualitative case study about overuse of digital play at home. Current Psychology, 42(3), 1676–1686. https://doi.org/10.1007/s12144-021-01442-y
Jafarov, J. (2015). Factors Affecting Parental Involvement in Education: The Analysis of Literature. Khazar Journal of Humanities and Social Sciences, 18(4), 35–44. https://doi.org/10.5782/2223-2621.2015.18.4.35
Jørgensen, B. B., Gregersen, M., Pallesen, S. H., & Damsgaard, E. M. S. (2023). Computer habits and digital literacy in geriatric patients: A survey. Digital Health, 9. https://doi.org/10.1177/20552076231191004
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151
Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804
L. S. Vygotsky. (2020). Mind in society: The development of higher psychological processes. Accounting in Australia (RLE Accounting), 503–503.
López, L. S., & Cabello, V. M. (2022). Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education? In Education Sciences (Vol. 12, Issue 3). https://doi.org/10.3390/educsci12030218
Macmillan, L., & Tominey, E. (2023). Parental inputs and socio-economic gaps in early child development. In Journal of Population Economics (Vol. 36, Issue 3). Springer Berlin Heidelberg. https://doi.org/10.1007/s00148-022-00917-x
Magwa, S., & Mugari, S. (2017). Factors affecting parental involvement in the schooling of children. International Journal of Academic Research and Reflection, 5(1), 74–81.
Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and Information Technologies, 26(6), 7107–7131. https://doi.org/10.1007/s10639-021-10556-6
Marin, D.-C., & Bocoş, M. (2017). Factors which Influence the Involvement of the Family in their Children’s Education at the Beginning of the Romanian Primary Education. Educatia 21, 15, 35–39. https://doi.org/10.24193/ed21.2017.15.05
Marsh, J., Mascheroni, G., Carrington, V., & Ãrnadóttir, H. (2017). The Online and Offline Digital Literacy Practices of Young Children: A Review of the Literature. COST ACTION IS1410. Digilitey.Eu.
McCoy, E, Cole, J. (2011). A Research Review: The Importance of Families and the Home Environment. National LIteracy Trust, March, 25.
Mosty, N. L. (2013). Where parental perspective , practice , and reasoning meet.
Mungai, D. N. (2015). Relative Contribution of Different Levels of Parental Involvement to Primary School Readiness in Preschool Pupils in Nairobi County. Journal of Education and Practice, 6(29), 74–80.
Naomee, I. (2012). Role of Families on Early Childhood Development and Education: Dhaka City Perspective. The International Journal of Social Sciences, 11(1), 158-169. 158–169.
Orcid, R. (2018). COST Action IS1410 / EECERA Digital Childhoods SIG Digital Literacy and Young Children : Towards Better Understandings of the Benefits and Challenges of Digital Technologies in Homes and Early Years Settings A Policy Brief. August, 0–12.
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13-03-2025
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Putri, R. R., & Saharudin, S. (2025). A Systematic Review on How Parental Involvement in ICT Enhances Digital Literacy and Language Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(2), 529–544. https://doi.org/10.31004/obsesi.v9i2.6908
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