Engaging Parents in Their Children's Early Learning - Essay Example

Introduction A lot of emphasis has been laid on the role of parents-teacher relationship at the early stages of children’s’ learning. To this effect, researches that seek to find out the strategies by which parents, particularly fathers, may contribute to their children’s early learning have increased. A number of these researches have outlined several recommendations for beneficial parental involvement in their children’s early education. Central to the designing and implementation of these recommendations are the various relevant government departments and individual/private stakeholders such as children centers and schools (Desforges, 2003). For instance, the ministries and departments of education and child welfare have been in the forefront of funding projects that gather, assess, and analyze existing knowledge and best practices that would encourage other educational and learning stakeholders to work with and involve parents in young children’s learning (Desforges, 2003). This paper explores the subject of involving parents, more so fathers in children’s early learning. Parents’ Involvement in Children’s Early Learning Many educationists concur that the importance of parental involvement in children’s early learning cannot be overemphasized. The first reason for this assertion is that parents are children’s first and most enduring educators. Thus, by working together with other child welfare and development practitioners, parents play a rather critical role in and have a positive impact on their children’s early learning and development. This positive impact of parental involvement stems from the fact that the time and activities shared among parents and children not only affect the children’s social and intellectual development but also their emotional development (Desforges, 2003). It is therefore imperative that parents understand that children’s early learning requires more than just being parents but requires them to take an active role in the children’s early learning. There are several parental factors infringing on or affecting a children’s early learning. These factors include parents’ socioeconomic status, education level and living conditions, which have direct bearing on a child’s early learning activities and outcomes. Nonetheless, more important than the above factors is the quality of a child’s home learning environment. Although parents may not have achieved a lot educationally and might be living in disadvantaged environment and circumstance, their regular engagement in their children’s early learning activities has rather tremendous effect in stretching children’s mind and attitudes. Consequent to the positive attitudes, children’s learning progress and development would be enhanced (Desforges, 2003). In fact, children growing up under the care of parents that ensure strong home-learning environments have been shown to be ahead in social and intellectual development by the age of three compared to those in weak home-learning environment. Research reports further show that this trend continues through to age ten. The latest research findings show that the positive impacts of parental involvement in children’s early learning cut across all socioeconomic and ethnic groups and levels of parental involvement. However, the impact of parental involvement has been found to be more profound on the learning achievements of children of the primary age range. In fact, to this age range, the variation in school quality has less impact on early learning compared to parental involvement (Whalley, 2001). Among the aspects of children’s early learning that parental involvement positively impacts on are skills, knowledge, and intellectual simulation at home and at school. With the right parental involvement and contribution, children would be able to learn and copy constructive attitudes towards learning and develop strong self-images as good and fast learners. Parental involvement in children’s early learning may also encompass guardians and older siblings providing children with one-to-one attention by keenly listening to their words and questions and giving replies that focus on extending children’s thoughts (Whalley, 2001). Parents, guardian, and older siblings could also participate in children’s early learning by tapping into their immediate experiences, concerns, and knowledge. Furthermore, parents and guardians should follow up children’s individual interests and enthusiasms, thus helping them connect an idea and another. Engaging Fathers in Children’s Early Learning Just like mothers, fathers are equally important in the lives, upbringing and early learning of children. This assertion has particularly been supported by the latest research findings which indicate that children whose fathers are actively involved in their learning perform better psychologically, socially and academically. Similar to the general role of parents, guardians and older siblings, the positive influence of fathers transcend the concept of biological fatherhood. In fact, the importance of male influence in a child’s early learning encompasses other father figures such as foster, adoptive fathers, stepfathers, uncles, older male siblings and grandfathers (Whalley, 2001). Among the several indicators of the positive influence of fathers in their children’s early learning is the fact that children who spend quality time with their fathers not only portray better relationships with their friends at home and at school but also do better at school and in exams. Moreover, these children are happier and less likely to be involved in criminal acts. It is necessary that parents, especially fathers understand what a positive home learning environment is and ensure that such an environment exists at home to promote their participation in their children’s learning. Parents should recognize that home is the most important environmental factor that enables children to develop trust, attitude and skills that promote and help in their learning and positive engagement with the world. In fact, this process of engagement with the world starts at birth and should thus be built as a child grows. Parents and the home environment should therefore offer the foundation for children’s growth and attainment of full potential. Home environment, parents, guardians and older siblings should thus provide love, security, stimulation, encouragement and opportunities required to assist children learn and flourish. In this regard, the fundamentality of the quality of parent-child relationship to longer-term development of children cannot be overemphasized. Such a relationship must encompass warmth, encouragement and shun hostility, all key elements in a positive parent-child relationship and home environment (Whalley, 2001). At home, good parenting and learning have been collectively defined as the provision of a secure and stable environment that supports intellectual stimulation through parent-child discussion, in the process inculcating high aspirations in children. Parents could provide vital foundation for learning early in babyhood by establishing a secure attachment with their children by way of sensitive and responsive care-giving through interactions with children through smiles, talking, touch and play. Such a positive home learning environment would be vital in providing social interaction, attention and activities aimed at promoting the development of positive attitudes towards learning and the acquisition of physical, intellectual, language, social and emotional skills in children (Whalley, 2001). Generally, parents could offer literacy building blocks for children through chatting during normal daily life, praising rather than criticizing, use of a wide vocabulary, and talking to children about things in a language of high information content. Additionally, parents should give children choices, listen and respond to what children say rather than simply directing them (Whalley, 2001). From toddlerhood to school-going age, parents promote children’s early learning through relationships, activities and behaviours that ensure a positive home learning environment. Parents should also avail opportunities for children to explore and learn. Conclusion The role of parents in children’s early learning experiences and outcomes is quite apparent. To fully engage parents/fathers in children’s early learning, several projects and programs should be designed and implemented. Most of these programs should target engaging parents/fathers/ and guardians in children's early learning transitions by educating them on the crucial nature of the transformative period during which children transit from nursery to reception class. Emphasized in these projects should be the need for fathers to enhance their children’s enjoyment, achievement and learning during the early developmental stages. Worth noting is the fact that these educational programs should not target fathers only; instead, there are programs that are designed to increase the confidence of children’s centres and schools to work with parents/fathers to support co-operation in children’s early learning years. As stated earlier, practitioners should regularly exchange information with parents in strategies involving more than term-based meetings, curriculum workshops and invitations to parents, letters and displays. Most important is the need to establish respectful relationships among teachers and parents/caretakers. References Desforges, C. (2003) The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review, research report rr433. London: DfES. Whalley, M. (2001) Involving parents in their children are learning. London: Paul Chapman Publishing. Read More