The Architect in the Home: A Mixed-Methods Analysis of Parenting Styles, Communication, and Social Competence in Malaysian Preschoolers

Abstract

This study presents a comprehensive analysis of the parental practices that shape social competence in Malaysian preschool children. Amidst national concerns about social-emotional deficits among young learners, this study investigates parenting styles and communication patterns that influence children's social development. The research employed a mixed-methods explanatory sequential design, which began with a quantitative survey of 885 parents from community-based KEMAS preschools, followed by in-depth qualitative interviews with a purposive sample of eight parents. Crucially, the analysis also found that the authoritarian parenting style had a statistically significant positive influence (p=0.009), challenging Western-centric views on strict parenting. Conversely, the study found no significant difference in parental communication patterns or children's social competence based on parental education or household income, suggesting that parenting capability transcends socioeconomic status. The qualitative phase identified six key characteristics of social competence (cooperation, communication skills, empathy, discipline, autonomy, and socialization) and uncovered seven specific parental activities that foster these traits. By synthesizing these findings, this study concludes that adaptive, intentional, and emotionally supportive parenting practices are fundamental for promoting social competence in young children, offering a culturally nuanced model for the Malaysian context.