The role of parental attention on various developmental areas of students according to the views of preschool teachers

The present study aims to explore preschool teachers' perspectives on how parental involvement influences children's cognitive, emotional, and social development across socioeconomic contexts. The research problem is grounded in the understanding that early childhood represents a critical stage during which parental interest and engagement play a decisive role in shaping developmental outcomes. Although prior studies have examined parental involvement from various dimensions, few have analysed this relationship comparatively through teachers' observations across distinct socioeconomic settings. The study was designed within a qualitative research framework. The participants consisted of preschool teachers working in schools located in neighbourhoods with differing socioeconomic characteristics in Düzce, Türkiye. Data were collected using a semi-structured interview form and analysed through descriptive analysis techniques. The teachers' narratives were thematically categorized to capture the ways in which parental engagement manifests in children's cognitive, emotional, and social domains. The findings indicate that parental involvement plays a particularly crucial role in cognitive development, where a stimulating home environment and consistent parental interaction enhance children's learning pace and curiosity. In terms of emotional and behavioural development, affection-, trust-, and empathy-based parenting styles were found to promote self-confidence, emotional stability, and self-regulation, whereas neglectful or overly authoritarian approaches tended to heighten anxiety and dependency. Regarding social development, teachers emphasized that parents' support and modelling behaviours significantly shape children's social adaptation, communication, and peer relations. Furthermore, limited and inconsistent parental involvement among families from lower socioeconomic backgrounds was identified as a key factor contributing to developmental inequalities among children.