HOME-SCHOOL PARTNERSHIP AND HOLISTIC DEVELOPMENT OF PRE-SCHOOL CHILDREN IN BARIGA LOCAL COUNCIL DEVELOPMENT AREA, LAGOS STATE

Abstract

This study examined the relationship between home–school partnership and the holistic development of preschool children in Bariga Local Council Development Area (LCDA), Lagos State. It focused on four developmental domains: social, physical, cognitive and emotional development. A descriptive survey design was adopted. The population comprised teachers and parents of preschool children in Bariga LCDA. Ten public primary schools offering early childhood classes were randomly selected. From each school, five teachers were randomly selected, and five parents were purposively selected based on their willingness to participate, resulting in 100 respondents: 50 teachers and 50 parents. Data were collected using a researcher-designed questionnaire titled Home–School Partnerships and Holistic Development of Preschool Children Questionnaire (HSPHDPCQ). Mean and standard deviation, as well as Pearson’s product–moment correlation coefficient, were used for data analysis. Home–school partnership had a significant negative relationship with social development (r = −.501, p < .05), significant positive relationships with physical development (r = .400, p < .05) and emotional development (r = .742, p < .05), and a positive but statistically non-significant relationship with cognitive development (r = .659, p > .05). The findings suggest that the relationship between home–school partnership and child development varied across domains. The study recommends that schools strengthen communication and parent-engagement strategies to support children’s development.