More than 80% of early childhood in Aisyiyah 14 Kindergarten Ampang Padang are less active in learning. Children are often silent when the teacher gives a question since they cannot answer it. Other pupils answer the question, but unfortunately, it does not match the teacher's question. Teachers find it difficult to maximize interaction because learning is also carried out online. It indicates that the role of parents is needed to maximize learning at home during the pandemic. So that the development of children's vocabulary mastery can run smoothly, this research aims to describe how parental roles in the development of the vocabulary of children aged 5-6 years during the pandemic at Aisyiyah Kindergarten 14 Ampang Padang. The method used in this research was descriptive research with a quantitative approach. This study aimed to tell the actual situation about the role of parents in discussing children's vocabulary. The research instrument used was a questionnaire distributed to the research sample, approximately 76 parents of children in Aisyiyah Kindergarten. The results showed that parental roles in vocabulary development are good, so parents play a role in 1. Children have already understood using cleanliness, washing, and cleaning vocabulary to get used to a clean lifestyle. 2. Children have already
understood using comfortable, safe and peaceful vocabulary to create a comfortable environment. 3. As role models, children already understand using vocabulary to set examples and give instructions. 4. Accompanying children while learning, children have already understood using accompanied and guiding vocabulary. 5. Playing together, children have already understood using the vocabulary of collaboration, appreciation, and respect.