Parental Involvement in Early Education: A Review of the Literature Introduction A child’s first teacher is his or her mother and father. As a parent, involvement in the education process in the early years includes engaging the child through age appropriate games, regular reading, and simply interacting on a daily basis. A child that is engaged in this way are set up to develop into students who succeed academically. Once that child attends school, parental involvement shows that the parent places value on education. Furthermore, “staying connected to the classroom gives you ideas of how to expand what she learns at school,” (Driscoll & Nagel, 2010) thus providing parents with additional tools to implement in the home to continue the teaching process even after the school day has ended.
If you think the education system will do it all, think again. The parents of today need to be prepared, motivated, and of course, confident to help their children succeed. How do we prepare our children? First off, reading, reading, and more reading to children at an early age can give them a head start when they start school. Parents should not stop reading or helping their children when they do start going to school.
I read the article, ”The Effects of Parental Involvement, Trust in Parents, Trust In Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers”. This article started out by discussing three different types of parental involvement: behavior, cognitive, and personal. The first point was about the parent’s behavior and whether they attended different school functions. The second was whether the parents asked about their students’ school day and questioned their child about what they had learned and the third was about whether the parents kept informed about their child at school. The article goes on to discuss each point in detail and how important the parents are in their children’s school lives.
Actively organizing and monitoring a child’s time, helping with homework, and discussing school matters are three kinds of parental involvement done at home that are consistently associated with higher student achievement in school. (NEA, 2003). Parents are the first teachers and role models of their children. (National PTA, 200... ... middle of paper ... ...rent.htm. This web page contains the results of a survey taken to find out teachers’ and parents’ views on parental involvement.
“school teachers have to communicate with parents about their students’activities and achievements, families also need to inform school about students’ progress” (Raccah &Elyashiv, 2008). It is my goal when I communicate with parents, to goes beyond sharing information about students performance. I hope to foster a relationship in which information is shared on how to better enhance students achievements within the classrooms and outside of the classroom. When trying to establish effective parent teachers relationship, I hope to be able to discuss my students strengths and weaknesses openly, share vital information about curriculum in which the concepts are shared with hope that parents will reinforce the skills in the home. It is my goal that my parents feel welcomed within my classroom.
This can be categorised as: Involvement of parents in the school life or involvement of parents in supporting the individual child at home. “Family involvement and engagement should be built into early childhood program curriculum and pedagogy. Early childhood educators can complement and influences home environments and families”. (C. Gestwicki, J. Ber... ... middle of paper ... ...academic achievement and also social outcomes for children of all ages. 'The most effective schools are now widely considered to be ones that encourage and support the involvement of parents and other family members in the education of their children' (Grant and Ray, 2010).
Working with your child is important. Being involved allows them to be successful with their academics. It is important that parents make a different in their children’s life so they can be successful learners. The article, “Family Involvement Makes a Difference in School Success” explains that learning starts at a young age. It is important that we guide our child toward the right path by working with them at home so we can prepare them for school.
These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths. Teachers implement literacy and language interactions in the classroom by observing, planning intentionally goal settings, and developing literacy and language strategic instructional curriculum for English Language Learners. Research demonstrates English Language Learners use home language to make connection with English text and their experiences to succeed in school. Although, their home language may not be the principal language of instruction in an English classroom: dual language learners use their home language, English, or both to acquire English vocabulary and oral language in the preschool setting. Their home language is an asset to broaden their knowledge.
Illiteracy has been a reoccurring predicament ever since people have been able to read. Either children do not understand how to read and write in school, or they require extra help in becoming skilled in the areas of reading and writing. After school programs were created to help schools increase the literacy development in children. An after school program is defined as a program that offers its services to children after school to help them with arts, crafts, sports, or homework. Are after school programs fulfilling their duty to increase the level of literacy in children?
Retrieved from http://www.doe.gov/support/prevention/dropout_truancy/improving_school_attendance.pdf Office of Justice Programs (OJJDP) (2013). Toolkit for creating your own truancy reduction program. Retrieved from http://www.ojjdp.gov/Publications/PubAbstract.asp?pubi=238899 Smink, J. (May 2005). National dropout prevention center/network.