Parental involvement in early childhood education significantly impacts children's academic, socio-emotional, and behavioral outcomes. Research shows that parental involvement is more influential than socioeconomic status, race, ethnicity, or educational background in a child's academic success. However, there is a gap between desired and actual levels of parental involvement, often due to identifiable barriers. This study aims to identify these barriers and propose cost-effective, actionable steps to overcome them. It emphasizes the importance of parental support for school-based learning and school support for home-based activities. Parental involvement (PI) is defined as parents' commitment, time, values, and dedication to resources, and includes communication with teachers, volunteering, learning at home, decision-making, and collaborating with the community. Epstein's framework outlines six types of PI, and research shows a positive correlation between PI and academic achievement, regardless of the definition or measurement of PI. However, this association is strongest when PI is characterized as parental expectations for their children's academic progress and weakest when defined as assistance with homework. PI in early childhood education takes different forms in home and school settings, each playing a vital role in a child's development. At home, PI involves engaging parents in their child's educational journey, creating a nurturing home environment, and encouraging shared reading. At school, PI involves participating in school events, attending parent-teacher conferences, and engaging in discussions with teachers. Research indicates that PI is critical in perpetuating a cycle of achievement and motivation throughout elementary school. Early parent school involvement is associated with improved kindergarten performance, increased student motivation, and increased PI in later elementary school. PI research is well-established in early childhood education, with much of the preschool PI research focusing on low-income, ethnic minority families. Effective PI initiatives can help close the achievement gap for children from low-income families. The interactions between parents and their children, along with the bonds formed with teachers and caretakers during the preschool years, are critical for fostering a child's social-emotional, cognitive, and physical preparedness for school. PI is associated with several adaptive qualities, including preliteracy development. Research shows that PI is positively related to academic achievement and social-emotional outcomes, with home-based PI having a greater impact than school-based PI. To overcome barriers to PI, schools must address individual parent and family factors, parent-teacher factors, child factors, and societal factors. Schools can communicate effectively with parents, establish partnerships, provide support, and encourage participation. These actions fall into four categories: Communicate, Partner, Support, and Encourage. Home-school practices can serve as models for traditional school PI. Homeschooling families can provide examples of PI activities that are low-cost and within reach of most parents. Schools should consider home-based PI as a starting point to enhance PI within their institutions. Schools must understand the specific PI activities outlined and address the obstacles by employing the four categories of support discussed. Parental involvement is crucial for children's academic and social-emotional developmentParental involvement in early childhood education significantly impacts children's academic, socio-emotional, and behavioral outcomes. Research shows that parental involvement is more influential than socioeconomic status, race, ethnicity, or educational background in a child's academic success. However, there is a gap between desired and actual levels of parental involvement, often due to identifiable barriers. This study aims to identify these barriers and propose cost-effective, actionable steps to overcome them. It emphasizes the importance of parental support for school-based learning and school support for home-based activities. Parental involvement (PI) is defined as parents' commitment, time, values, and dedication to resources, and includes communication with teachers, volunteering, learning at home, decision-making, and collaborating with the community. Epstein's framework outlines six types of PI, and research shows a positive correlation between PI and academic achievement, regardless of the definition or measurement of PI. However, this association is strongest when PI is characterized as parental expectations for their children's academic progress and weakest when defined as assistance with homework. PI in early childhood education takes different forms in home and school settings, each playing a vital role in a child's development. At home, PI involves engaging parents in their child's educational journey, creating a nurturing home environment, and encouraging shared reading. At school, PI involves participating in school events, attending parent-teacher conferences, and engaging in discussions with teachers. Research indicates that PI is critical in perpetuating a cycle of achievement and motivation throughout elementary school. Early parent school involvement is associated with improved kindergarten performance, increased student motivation, and increased PI in later elementary school. PI research is well-established in early childhood education, with much of the preschool PI research focusing on low-income, ethnic minority families. Effective PI initiatives can help close the achievement gap for children from low-income families. The interactions between parents and their children, along with the bonds formed with teachers and caretakers during the preschool years, are critical for fostering a child's social-emotional, cognitive, and physical preparedness for school. PI is associated with several adaptive qualities, including preliteracy development. Research shows that PI is positively related to academic achievement and social-emotional outcomes, with home-based PI having a greater impact than school-based PI. To overcome barriers to PI, schools must address individual parent and family factors, parent-teacher factors, child factors, and societal factors. Schools can communicate effectively with parents, establish partnerships, provide support, and encourage participation. These actions fall into four categories: Communicate, Partner, Support, and Encourage. Home-school practices can serve as models for traditional school PI. Homeschooling families can provide examples of PI activities that are low-cost and within reach of most parents. Schools should consider home-based PI as a starting point to enhance PI within their institutions. Schools must understand the specific PI activities outlined and address the obstacles by employing the four categories of support discussed. Parental involvement is crucial for children's academic and social-emotional development