Parental Support Based on Home Play Environments and Children's Readiness for Elementary School
DOI:
https://doi.org/10.26877/paudia.v15i1.3013Keywords:
Parental Support, Home Play Environment, Children's Readiness For School, Early ChildhoodAbstract
This study aimed to analyze the relationship between parental support in providing a play environment at home and children's readiness to enter elementary school. The background of this study stems from the importance of children's transition from early childhood education to primary education, which demands strong social-emotional, cognitive, and self-regulation readiness. The research method used was quantitative with a descriptive correlational approach. The study subjects were 102 parents of children aged 5–6 years. The research instrument consisted of two questionnaire: a questionnaire for parental support in the home play environment and a questionnaire for children's readiness to enter elementary school. Data were analyzed using Pearson correlation. The results showed a significant positive relationship between parental support in providing a play environment at home and children's readiness to enter elementary school (r = 0.791; p < 0.01). This means that the greater the parental support in creating an educational, safe, and interactive play environment, the higher the child's level of readiness to enter elementary school. These findings emphasize the importance of parents' role in providing meaningful play stimulation as a foundation for children's learning readiness in subsequent stages of education.
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