Putri, Christine Hardhika and Winarno, Rachmad Djati and Sulastri, Augustina (2022) The Roles of Parents, Social Support, and School Readiness in Early Children. In: International Conference on Current Advancement in Psychology (ICCAP) 2022 - Psychology for Sustainable Recovery in the Life after the Pandemic, 2022.

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Abstract

Prior studies have reported that after two years of the pandemic, teachers have experienced negative environmental impacts on children. Some researchers have argued that this condition was related to children‘s family circumstances during the pandemic. This study aimed to explores how parental conditions and social support contribute to childhood learning (school) readiness during the post-pandemic period. This study was a systematic review. Literature was searched on an online platform using keywords such as early childhood, parental roles, social support, and learning/school readiness. The results revealed that readiness can be improved through parental and social support. This implied that a healthy family environment with parents who performed their roles well and social support from teachers was crucial in increasing early childhood learning (school) readiness. The current study highlights the importance of parental and social support for the environmental dimension of children. The study also suggests that interventions to improve early childhood (school) learning readiness should include both in-school and at-home interventions.

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