Thesis:

Influence of parenting styles on acquisition of language skills among pre-school children in central division, Trans Nzoia west sub-county, Trans Nzoia county, Kenya

Education is regarded as one of the key pillars that will drive Kenya toward achieving its Vision 2030. Foundational learning forms the basic level of education and is essential for successful human resource development in any country. This suggests that investing in children's formative years of learning is crucial for a strong start. To ensure that this early learning opportunity is maximized, language skills are important. However, the interaction between parenting styles and language acquisition in early childhood education settings has not been adequately addressed, especially in the local context. Understanding how these environments either complement or conflict with parenting practices could enhance research findings. It is against this backdrop that the study aimed to investigate the influence of parenting styles on the acquisition of language skills among preschool children in Central Division, Trans Nzoia County. The specific objectives of the study were to determine the influence of authoritarian, permissive, authoritative, and neglectful parenting styles on the acquisition of language skills among preschool children in the region. The significance of studying the influence of parenting styles on the acquisition of language skills among pre-school children is critical for various stakeholders, each benefiting in unique ways: The study provided insights into how different parenting styles impact the development of language skills in early childhood. Literature was reviewed basing on the relevant studies either directly or indirectly related to the study. The study was anchored on Vygotsky's Sociocultural Theory of Cognitive Development. The study employed a survey research. The unit of observation was parents and learners within the target age group, with a total of 384 respondents. A sample of 195 respondents was selected using Yamane's formula of sample determination. The validity and reliability of the data collection instruments were assessed through a pilot study, with content validity used to ensure relevance, and reliability determined by Cronbach’s alpha coefficients, all of which loaded above 0.70. Quantitative data were analyzed descriptively through Ms, SDs, and frequencies where applicable, and through multivariate regression to determine associations. The findings revealed that the authoritative parenting style was a significant positive predictor of language acquisition, while authoritarian, neglectful, and permissive parenting styles were not significant predictors. The study concluded that parenting styles play a significant role in language acquisition. The recommended that, since authoritative parenting balances warmth and structure, promoting these methods can enhance children's language development. Additionally, the study suggested that teachers and parents should focus on effective communication techniques and positive reinforcement strategies. Parenting style awareness should be integrated into early childhood development policies and curricula, and teachers and caregivers should be trained to support parents in adopting authoritative practices. Schools and early education centers, through family engagement programs promoting authoritative parenting, can play a critical role in shaping children's environments, thereby supporting optimal language acquisition outcomes.