Parents are aware of their children’s weaknesses and strengths, "Parents can choose the amount of structure that is best for them and their children. Each program can be individualized to suit the needs and interests of each child. Each child can progress at his own rate instead of at the rate of the group" (Gorder, 1987, cited in Margaret, p.11).Moreover, parents are able to assess their children on a daily basis and provide additional instruction if required. Another argument against homeschooling is that homeschooling generates isolated unhealthy environment for the child. “In school, the argument goes, children learn valuable skills such as the ability to work with others, to handle interpersonal conflicts, work in groups or teams and to make personal sacrifices for the betterment of the group.
“Social Class and College Readiness” shows the correlation between different social classes and how it affects how prepared students are for college. After the research was completed the unnamed authors came to the conclusion that if parents raise their children according to the “norms” of their social class, then it can have a direct link with how children think about their educational future. In “Educating the Hierarchs” Sacks has a similar approach to the research question, and shows how a family’s social class correlates with a student’s SAT scores, and these scores directly correlate with the level of education the students will receive. These authors show that a child’s social class will impact their standardized test scores, and their thoughts about their academic
They foster relationship with children during school tours and visits. Parent-teacher relationship is strengthened when parents get involved with transition practices. Teachers personally contact parents to attend informal sessions, school visit and also provide them with information they need to help their children cope, adapt and have a positive transition to formal schooling. Preschools plan and work with key players like primary schools to ensure that classes created are with a balance of different children’s
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.
Center-Based programs are a for-profit organization that are accredited by the National Association for Education of Young Children (NAEYC) or are licensed by a state agency (Bojczyk, Shriner, & Shriner, 2012). These types of programs help prepare a young child for an actual school. These programs help children with learning how to be around and react towards and with other children. This program also teach children daily routines. Nannies are for parents that are no completely ready to put their child into a school setting.
Cultural background affects a student’s academic achievement by limiting the child’s preparedness for school. Cavanagh points out that how far a child succeeds in school is determined through the “achievement-oriented values, goals, and norms” that the child comes in with. Though the values and goals a student has directly come from his or her family, culture, and what they learn at home. American students who come from families who are immigrants or prefer speaking their own language at home, grow up in a household where English or educational things, like books or learning toys, are limited. “Having at least one parent with more than a high school degree, and attending a school with higher academic press [are] positively associated with”
Teachers and parents influences on a child’s academic development. Most of us wonder what or who exactly influences a child’s academic development, researchers believe that both sides play an equal role in a child’s academic development. According to Allen (2011, p.2), while it is recognized that parents and teachers play important roles in children’s lives and that teachers play a leading role in relation to children’s acquisition of academic skills and knowledge, the level of influence these key relationships have on academic performance scores in late childhood is largely unknown. This academic paper will explain the roles of each side and how it influences a child’s academic development. According to the dictionary, academic means area of studies that are not primarily vocational or applied, as the humanities or pure mathematics while child development refers to the process through which human beings typically grow and mature from infancy through adulthood.
In this day and age, the terms “like mother, like daughter” or “following in this father’s footsteps” are commonly used when children display characteristics as seen in their parents that cause them to act in similar ways. You don’t have to look far beyond the walls of your own home to notice that children, especially ones in early developmental stages tend to mimic the words and actions of their parents. However, this brings about the question as to whether people inherit such traits that make them act like another person or if what they do and say are acquired by observational learning? Bandura, Ross, and Ross (1961) explains this phenomena using the Social Cognitive Learning Theory, also known as observational learning. True to its name,
Homeschooling is education of children at home, rather than in other formal settings of public school. Homeschooling focus to give the instruction to provide primarly in the child’s home, the first of which is the plann and implemented of the parents or other person who has custody of the child. Thus, parents can control their children of education in home. Nowdays, parents choose homeschooling for their children beside public school, because they feel that most of learning atmosphere at public school for their children it’s not effective. Much research, strategy and policy on home-school relationships has focused on the relationship between parents and schools.
Based on “young children’s cognitive achievement: home learning environment, language and ethnic background”, home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This article study the effect of home study learning in order to influences the performance of the student in other language. This study has been undertaken in an attempt to identify and quantify the effect of specific aspects of home learning environment (HLE) and language spoken in the home on cognitive achievement of different minority ethnic groups (MEGs) compared to White British children. HLE includes parent reading to their child, teaching songs and nursery rhymes, playing with letters and numbers, visiting the library, painting and drawing and learning the alphabet. Parent nd child joint reading, as well as encouraging independent reading, has been found to have positive impact on language and literacy development (Burges, 1997; Desforges and Abouchaar, 2003; Lonigan and Whitehurst, 1998; Payne et al., 1994; Senechal et al., 1998) and enhances motivation for the child to read lter on (Baker et al., 1997; Bus, 1994; Morrow,