Parental socio-economic background in fostering numeracy activities in kindergarten learners in Shama Circuit

Abstract

This study examined the effect of parental socio-economic status on the development of kindergarten children's numeracy activities in the Shama Circuit of Ghana. Following Bronfenbrenner's Ecological Systems Theory and the interpretivist paradigm, the study employed a qualitative exploratory case study approach to examine how parental financial experiences, educational attainment, occupation, and perceived social status affect children's early development of numeracy. Information was gathered from 12 parents who were purposively selected across different socio-economic statuses via semi-structured interviews. Thematic analysis indicated that increased socio-economic status in the form of more income, education, and jobs with flexible timings led to more parental participation in numeracy activities as a result of enhanced access to resources and confidence in helping children learn. Conversely, restricted resources and reduced education restricted learning material availability and reduced active involvement. In addition, parents' perception of social status impacted their motivation and confidence in being able to enable numeracy development. The study concludes that socio-economic disparities significantly influence early numeracy performance and require specific interventions, parent education initiatives, and equitable resource distribution to bridge the gap. The findings have vital implications for education policy and practice in developing inclusive and equitable early childhood education in Ghana.