How Does Cultural Background Influence Parental Involvement in Early Childhood Learning: A Case Study of Parents in Saudi Arabia

Alkhamis, A. M. (2026) How Does Cultural Background Influence Parental Involvement in Early Childhood Learning: A Case Study of Parents in Saudi Arabia. PhD thesis, University of Reading. doi: 10.48683/1926.00129142

Abstract/Summary

This study examines the influence of cultural background on parental involvement in early childhood education, with a particular focus on Saudi parents. Using a combination of semistructured interviews and focus group studies, the study aims to examine aspects of Saudi cultural background that contribute to Saudi parents' involvement in their children's learning, in terms of the impact of cultural values, beliefs, and practices on parental involvement with their children's educational endeavors. It also seeks to examine the role of culture, the role and expectations of communication, the role of parents, and the impact of these norms on the nature and degree of parental involvement in young children's educational processes. To achieve this, an inductive framework was used, along with an interpretive research philosophy and a qualitative research method. The value of the study lies in several points: First, it contributes to bridging a knowledge gap about the interaction between culture and parental involvement in early childhood education, particularly in Saudi Arabia. Analyzing this relationship may contribute to developing a more accurate understanding of the factors influencing and barriers to parental involvement in their children's learning. Furthermore, the results of this research will not only be useful to education professionals and policymakers but will also be relevant to Saudi society as a whole. By identifying the key players influencing parental involvement, stakeholders can develop effective interventions and programs that help improve parental involvement in early childhood education. This, in turn, facilitates the holistic development of children. The research also adds value to the academic literature on the three dimensions of culture, education, and child development. Specifically, the target group was Saudi parents. Interviews were conducted with 18 participants: 6 Saudi mothers and fathers, 2 managers, and 4 practitioners. Interviews were conducted in a public and private kindergarten in Riyadh, Saudi Arabia. The data were analyzed using NVivo software. The study results revealed the varying and diverse roles of parents in their involvement in their children's education, based on several cultural, social, and economic factors. Furthermore, the results revealed the perceptions of practitioners and kindergarten managers regarding the level of parental involvement. The results also highlighted several obstacles facing families and practitioners in this context. For example, some parents from more conservative religious backgrounds preferred a curriculum focused on religious and Arabic language instruction rather than other languages, while a number of parents who enrolled their children in private schools tended to delegate educational responsibilities entirely to the school in exchange for the money paid. Other participating parents, particularly those with higher levels of education or who grew up in urban areas, were more involved in their children's early learning and believed in the importance of engaging with the school. The findings also revealed practitioners' and kindergarten administrators' expectations of parental involvement in their children's education, with many indicating that mothers are typically more involved than fathers, perhaps due to traditional gender roles. Furthermore, the study highlighted several obstacles facing families and practitioners, such as time constraints for parents, particularly those working, a lack of awareness of the importance of early education, and weak communication between schools and families.

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/129142
Identification Number/DOI	10.48683/1926.00129142
Divisions	Arts, Humanities and Social Science > Institute of Education
Date on Title Page	2025
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