Involvement of Parents in Learning of Children - Book Report/Review Example

? Parental Involvement in Child's Academic Achievement Introduction School going children spend approximately 70% of their time away from school, which increases the chances of parents interacting with them. Involvement of parents in education of their children is linked positively to the academic performance of children in school. More appropriate consequences are realized in the educational process of a child if the parents are involved earlier. The best forms that parents should involve in education of their children should be through working with their children on education activities Parental involvement in education of their children motivates them to perform better in school through enhancing their self-regulatory learning. Late involvement of parents in the schooling process of their children has negative consequences of the performance of these children. The academic literature on parental involvement in academic achievement of children is analyzed and conclusions derived. Literature Review on Parental Involvement in Academic Achievement of a Child Importance of Parental Involvement in Learning of Children According to Cheung and Pomerantz (2012), numerous evidence have been presented in research to support the concept that involvement of parents in learning of children enhances their learning, which translates to academic success or achievement. Parents can be involved in the education of their children through various methods, including discussing with their children their schoolwork as well as attending the conferences between parents and teachers (Duchesne & Ratelle, 2010). The support that school going children receive from their peers and teachers at school is not adequate for their achievements without parental involvement in the educational process. Parents play a unique and significant role to their children when involved in their learning (Cheung & Pomerantz, 2012). Students or children benefit from parental involvement in learning such that they experience increased motivation and consequent achievements. The increased motivation of children as a result of parental involvement in learning is derived from the need to demonstrate to their parents that they are responsible and end up gaining approval of their parents (Martin-Chang, Gould, & Meuse, 2011). Further, parental involvement increases the engagement of children in their learning activities, which in turn results in better performance. Parents often have expectations that they expect from their children while in school, and these expectations can be achieved to increase approval from the parents (Cheung & Pomerantz, 2012). School-based involvement of parents in education process of their children improve the knowledge of parents on important social capital required by their children, curriculum and further improves the efficacy of involvements at home (Hill & Tyson, 2009). The motivation to perform better when parents are involved in learning activities may be driven by the need for the child to avoid punishment from the parents, which may take the form of withdrawing privileges in case of poor performance. Further, the children may work harder to get rewards from parents in form of money. Parental involvement influences children to participate in accomplishing the goals of their parents in life; the desire by parents for children to perform better and become resourceful in life (Cheung & Pomerantz, 2012). Homeschooling children have been reported to post better learning outcomes than their counterparts attending the conventional public schools. The improved academic achievements and performances posted by homeschooling children have been attributed to the positive influence that involvement of parents in their learning process. Augmented involvement of parents in children education influenced the academic achievement of homeschooling children than possible educational superiority in them (McBride, Dyer, Liu, Brown, & Hong, 2009). Martin-Chang, Gould and Meuse (2011) argue that children with high parental involvement in the education through high expectations from children and aiding children in course selection reported better standardized scores that their counterparts with reduced involvement from their parents. This was further supported by trivial difference in performance between children schooling at home and those attending conventional public schools. McBride, Dyer, Liu, Brown and Hong (2009) support the concept that parents have influence on academic achievements and success of their children. The achievement of students in education associated with involvement of parents is linked with attitude and behavior of children in various areas of parental concern, such as improved school attendance, reduced discipline cases and improved educational ambitions. Nonresident parents can help improve the academic performance of their children by getting involved in their learning activities. According to McBride, Dyer, Liu, Brown and Hong (2009), racial or ethnic factors do not affect involvement of parents in boosting the performance of their children in schools. The Types of Parental Involvement in Children’s learning Most of the parental involvements influencing the performance of children in schools are associated to school programs. The types of school involvements that parents engage in are categorized into home-based and school-based. Parents can accomplish school-based involvements in their children’s learning through communicating with staff besides doing certain activities at school (Duchesne & Ratelle, 2010). Parents ought to attend school programs and have contact with teachers. Conversely, parents also can be involved in their children’s learning while at home by assisting them with homework and being aware of the projects in school. Parents should communicate with their children about school when at home to motivate them in their educational process. Home-based involvement of parents establishes the knowledge and instructions that children have received at school (Hill & Tyson, 2009). Direct parental involvement in education has also the potential to improve academic performance of their children. Parents can influence the performance of their children in school by interacting with those children in activities, which enhance cognitive skills like playing games as well as sports (Cheung & Pomerantz, 2012). Parents can work on projects together with their children, visit libraries and museums, going to community events and discussing the present events. Such parental behaviors have the capacity to encourage fundamental competencies, which improve abilities of children in school environments (McBride, Dyer, Liu, Brown, & Hong, 2009). Parents can influence the literary learning in their children by exposing them to books through parental reading and verbal interactions. In addition, both indirect and direct parental involvement in education of their children influences academic achievement of children through controlling their understanding. Children can understand appropriately what or who controls results in their lives. The competence, independence, mental health and self-esteem of these children are also enhanced (McBride, Dyer, Liu, Brown, & Hong, 2009). Effective Parental Involvement Strategies Parental involvement is required most in middle school because of the developmental stage of students during this period. The relationship between academic achievement and involvement of parents in learning activities of their children reduces swiftly at this phase. Hill and Tyson (2009) state that competing findings have been presented by different researchers on the effects of parental involvement in learning process of their children. The academic achievements of children in middle schools are associated positively with involvement of parents. Nevertheless, some findings demonstrated that academic achievement at this level is not linked with involvement of parents (Hill & Tyson, 2009). Parents should demonstrate behaviors and attitudes by responding to, accepting and supporting their children through education. This is an indication that a parent is interested in academic progress and achievements of his or her child. Parents should involve in education of their children by controlling them to abide by the expectations of the parent. Children whose parents are involved in their educational activities demonstrate self-effectiveness, achievement and motivation while at school (Duchesne & Ratelle, 2010). The basic frameworks for parental involvement in children’s education include behavioral, cognitive-intellectual and personal involvements. Parents who practice behavioral involvement integrate school and home-based involvement approaches. These parents assist their children with homework at home as well as communicate with staffs at school (Martin-Chang, Gould, & Meuse, 2011). Parents practicing cognitive-intellectual involvement mostly focus on home-based approach through exposing their children to experiences and activities that encourage educational aspirations. Eventually, personal involvement is accomplished by parents through promoting anticipations and thoughts about education and schooling in their children, signifying learning enjoyment (Hill & Tyson, 2009). The most effective strategy that parents should practice while getting involved in education activities of their children is academic socialization. Home-based and school-based involvements are effective too but academic socialization has the best results on academic achievements (Cheung & Pomerantz, 2012). Through academic socialization, parents communicate their expectations for success and value for education to children, nurturing and encouraging ambitions in education and career. The parents should improve on discussing the learning approaches with their children while planning and preparing for the future. The interests of the children ought to be related to the materials learned at school (Hill & Tyson, 2009). Conclusion Involvement of parents in educational activities of their children through various activities motivates and inspires their children to perform better and achieve better grades in school. Parents can be involved in the said learning through strategies, such as home-based, school-based and academic socialization. Home-based involvement entails the parents helping the child in accomplishing school programs. School-based involvement entails parents going to school to partake in school activities involving their children. The most effective approach is the academic socialization strategy. References Cheung, C. S.-S., & Pomerantz, E. M. (2012). Why Does Parents’ Involvement Enhance Children’s Achievement? The Role of Parent-Oriented Motivation. Journal of Educational Psychology , 104 (3), 820–832. Duchesne, S., & Ratelle, C. (2010). Parental Behaviors and Adolescents’ Achievement Goals at the Beginning of Middle School: Emotional Problems as Potential Mediators. Journal of Educational Psychology , 102 (2), 497–507. Hill, N. E., & Tyson, D. F. (2009). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Developmental Psychology , 45 (3), 740–763. Martin-Chang, S., Gould, O. N., & Meuse, R. E. (2011). The Impact of Schooling on Academic Achievement: Evidence From Homeschooled and Traditionally Schooled Students. Canadian Journal of Behavioural Science , 43 (3), 195–202. McBride, B. A., Dyer, J. W., Liu, Y., Brown, G. L., & Hong, S. (2009). The Differential Impact of Early Father and Mother Involvement on Later Student Achievement. Journal of Educational Psychology , 101 (2), 498–508. Read More