Educators must understand how culture shapes children's development by recognizing cultural differences in families that are shaped by everything from a broad socio-cultural influence to unique family influences. Thus, knowing the values and characteristics of the family can provide insight on how to engage them in their children's school experience. All families can have a positive influence on their child’s learning. Solutions to Improving Parental Involvement: It is possible for schools to create cultures that promote relationships among teachers and family members that minimize the effects of social, economic, and ethnic class differences on family involvement in their children's learning at home and school. When families, schools, and communities work collaboratively it results in higher student achievement, also improve student behavior, attendance, and more positive school
A number of sources were initially used to illuminate the following: • Definition of parental involvement • The significance of parental involvement • The forms parental involvement takes • Barriers to effective parental involvement • Parental attitudes towards parental involvement • Teachers’ attitudes towards parental involvement • Ways to promote parental involvement/empowering parents and school staff to enhance PI in their schools. Briefly, the preliminary literature overview confirms the following: (a) Parental involvement involves the active and willing participation of parents in a wide range of school-based and home-based activities which may be educational or non-educational and extends from supporting and upholding the school ethos
(Ritchie. 2011) As I will be collecting thoughts and opinions from teachers and parents on children’s social development due to play I deemed this to be the most appropriate form of research to use. The key to understand qualitative research is that it focuses on asking “what” “why” and “how” questions. (Ritchie. 2011) Since I am looking for the opinions of teachers it affects the data collection instruments that I will be using in the study.
These sections are; individual parent and family factors, child factors, parent – teacher factors and societal factors. To start with the individual parent and family barriers. These barriers focus on parental beliefs regarding parental involvement. Often if a parent has a negative attitude towards parental involvement and disregard its importance this may lead to them becoming less and less involved in their child’s education. Under the same bracket falls, “parents’ current life contexts, parents’ perceptions of invitations for involvement, and class, ethnicity and gender.” This study shows the importance of how you “invite” or approach a parent about parental involvement.
Early childhood developmental psychology is more than asking about feelings. Childhood psychology includes the importance of teaching parents to understand and raise their children properly and more smoothly. This is important for both the child and the parent’s sake, if parents were better educated on child psychology I believe there would be a shift in parenting methods. Child psychologists may work with a range of clients including infants, toddlers, children, and teens or they may specialize in working with a particular age group. No matter which population a child psychologist chooses, their ultimate focus will be on helping understand, prevent, diagnose and treat developmental, cognitive, social and emotional issues.
Introduction The main purpose of this research paper is to find a correlation between parenting and their adolescent’s lifestyle and how adolescents react to the different parenting styles. Furthermore, peer affiliations and other social factors may be influenced by how parents communicate with their children at home. Parenting styles and trait emotional intelligence in adolescence by Evangelia Argyriou, Giorgos Bakonyannis and Spyridon Tantaros is a research study that goes into detail about how parental monitoring and parenting styles impact their child’s development. Another resource is Parenting and Peer Relationships: Reinvigorating Research on Family-Peer Linkages in Adolescence by B. Bradford Brown and Jeremy P. Bakken, which brings
Parents play a range of different roles in the lives of their children, including teacher, playmate, disciplinarian, caregiver and attachment figures. Of all these roles, their role as an attachment figure is one of the most important in predicting the child’s later social and emotional outcome (Benoit, 2004). Bowlby (1988) first proposed that people develop an internal working model of the self and of significant others, which are formed based on one’s early experiences of caregiver ability. Once formed, these models are believed to guide distinctive patterns of cognition, regulation of emotions, and social behaviour in parental as well as in subsequent close relationships and thus influence adult interpersonal functioning (Collins, 1996;
Forero & Quevedo (2006) also discuss how parents and children used written productions in L1 and L2 to make sense of the world by expressing perceptions, feelings, suggestions and expectations. Similarly, Gao (2006) proposes that the family may influence children’s L1and L2 study directly and indirectly; directly when family members work as language learning advisors, coercers, and nurturers, training their children to be good language learners and indirectly when family members act as language learning facilitators and teacher’s collaborators, creating learning discourses and motivating students to learn language. The concepts above had a bearing on designing the inquiry and proposing an intervention in which teachers, parents and learners
Social pedagogy brings together theories from psychology, sociology and education to create a holistic way of working with children and young people. The holistic approach to a childâ€TMs development deals with them through spiritual life, school, health, family and friendships. Question: Question 5 Answer: Monitoring children and young peopleâ€TMs development can be done in the following ways Assessment frameworks- This is the way that children are assessed to determine whether they are in need, what those needs are and how those needs can be met. There will also be formal observations to back up the assessment framework and it will be reported back to the teacher. Using this information means that the childâ€TMs best interests can be met in development.
Diversity, or multicultural education, should be a collaborative effort among educators, children, and families in order for students to learn about their own culture and those of people who are different from them. Preschool programs need to reflect, acknowledge, and celebrate diversity and their curriculums should utilize children’s funds of knowledge to help children connect their world with their learning environment. When teachers fail to understand the importance of acknowledging and celebrating diversity, it is up to the administrators to enlighten them about how children develop their self-identities by helping students to learn acceptance of themselves and others. Training sessions can be given demonstrating ways in which teachers can learn how to prompt children to express their thoughts and ideas about differences through planned conversations, pictures, questions, or books. And, teachers can be shown how to display items that show diverse cultures, languages, and traditions; males and females in nontraditional roles; or “differently-abled children and adults demonstrating strengths and abilities” (WGBH, 2014, par.