Date of Graduation

12-2025

Document Type

Thesis

Degree Name

Bachelor of Science in Human Environmental Sciences

Degree Level

Undergraduate

Department

Human Development, Family Sciences and Rural Sociology

Advisor/Mentor

Timby, Donia

Committee Member

McNally, Shelley

Second Committee Member

Moxley, Shari

Abstract

Parental engagement in early childhood education has long been recognized as a foundational contributor to children's academic success. However, many families face persistent barriers that limit their participation. This study examined three primary obstacles to parental engagement: disabilities, socioeconomic status, and underdeveloped parent–teacher relationships. The findings suggested that intentional, community-centered approaches effectively reduce barriers to engagement, strengthen school–family partnerships, and offer replicable models for promoting equitable participation in early childhood education settings. To bring these strategies to life, the study included a family engagement event developed in collaboration with a childcare center serving children with developmental delays, which provided a relaxed and welcoming space for families, educators, and children to connect meaningfully.

Keywords

parental engagement; early childhood education; barriers to engagement; development; academic success

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