The Relationship Between Parental Child-Rearing Styles and the Early Writing Skills of 5-Year-Old Children: A Case Study in a Family Setting

Abstract

This study aims to examine in depth the relationship between parenting styles and early writing skills in five-year-old children through a case study approach within the family environment. This study employs a descriptive qualitative method with a single preschool-aged child as the subject in the city of Bukittinggi. Data collection techniques involved direct observation of the child’s activities, documentation, and analysis of the child’s work in early writing activities. The results of the study indicate that the child’s early writing skills are at a developing stage, characterised by the ability to hold writing implements reasonably well and follow simple line patterns. However, the child still faces challenges in fine motor coordination, finger flexibility, and hand movement control when forming more complex letters. The parenting style adopted by parents is classified as authoritative, characterised by warm two-way communication, active support during learning activities, and the consistent provision of motivation and encouragement. These findings indicate that an appropriate parenting style plays a crucial role in supporting the development of early literacy skills in young children, particularly in the area of early writing.