Building Inclusive Early Childhood Education Through the Role of Parents and Communities

Abstract

This study explores the role of parental and community involvement in Early Childhood Education (ECE) and its impact on education policies. The main objective is to review existing literature from the past decade (2014-2024) to analyze how these stakeholders contribute to shaping policies that support inclusive, equitable, and sustainable ECE practices. The research design involves a comprehensive literature review, utilizing academic databases like Google Scholar, ScienceDirect, and JSTOR, with a focus on keywords such as "parental involvement in ECE," "community participation," and "ECE policy." Key findings highlight that parental involvement significantly improves children's educational outcomes and fosters stronger connections between home and school. Community participation also plays a critical role in providing support, particularly in under-resourced areas, helping to mitigate educational inequities. However, several research gaps remain, including challenges related to the sustainability of engagement efforts, socio-economic barriers, and the need for more cross-cultural comparisons. The study suggests that policies should be designed to reduce barriers for underrepresented families, promoting long-term engagement through community partnerships. Additionally, schools should adopt culturally responsive strategies to involve families from diverse backgrounds. The implications of this research are significant for policymakers and educators, emphasizing the need for more inclusive policies that foster both parental and community involvement. Future research should focus on longitudinal studies, comparative cross-cultural analyses, and addressing structural barriers to engagement in disadvantaged areas. By addressing these gaps, future studies can further strengthen the role of stakeholders in improving ECE outcomes globally.