Contemporary Research Analysis Journal

The study examined the extent to which formal and informal communication between parents and teachers influences the educational progress of children in Early Childhood Education (ECE). The investigation was guided by Hoover-Dempsey and Sandler’s Parental Involvement Theory, adapted to the Kenyan Competency-Based Curriculum (CBC) context. The study employed a qualitative design, in which data were collected during a single phase and the findings were integrated during interpretation. Data were gathered using structured interviews and focus group discussions with teachers and parents, as well as analysis of relevant school documents, including attendance records and meeting minutes. The sample size was determined using the Yamane (1967) formula. Research instruments were prepared in English and the local language to enhance accessibility, with back-translation undertaken to ensure language accuracy. Data was analysed thematically to provide contextual insights. Reliability and validity were enhanced through a pilot study and calculation of Cronbach’s alpha for the survey scales. Ethical procedures, including institutional approval, informed consent, confidentiality, and reciprocity, were strictly observed. The findings indicated that both formal and informal communication between parents and teachers play a significant role in supporting children's educational progress in Early Childhood Education (ECE). The study highlighted the need to consider both formal and informal communication when designing interventions aimed at enhancing learner performance.

Parent–Teacher Communication, Parental Involvement, Early Childhood Education, Educational Progress, Competency-Based Curriculum, Early Childhood Centres.

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