Parental Involvement in Children's Education: Key Strategies

Introduction

Education has always been a very important part of human existence and an inseparable part of human civilization. There has been significant development in educational approaches, and mankind has learned a great deal from education's function in society. Every milestone achieved and every development made in any direction is due to knowledge provided through education. This function has been researched in detail in terms of style and method. Several researchers and experts have proposed and devised methods that can make education and knowledge imparting more effective and efficient (Hill & Tyson, 2009).

When considering students at the elementary level, it becomes all the more important to understand the needs of such young individuals and analyze the education function accordingly (Tschannen-Moran & Hoy, 2007). This paper discusses certain aspects of education associated with a child's learning and particularly studies the role of parents and caretakers in a student's education, and how this participation by parents affects student performance (Houtenville & Conway, 2007).

Background on Elementary Education

There have been many discussions regarding elementary education, and this has made the entire function very intricate (Aronson, 2012). In its early years, the function of providing knowledge was very basic and simple (Jeynes, 2005). The major aim was to provide knowledge through reading and writing, and there was limited stress on the examination and testing components. Slowly and steadily, as more individuals became aware and more people opted for literacy, the education function became increasingly competitive, and more participation brought greater intensity (Hill & Tyson, 2009). Throughout the last century, there has been considerable development in education, making the whole function very competitive for every student, with examination components becoming even more intense (Tschannen-Moran & Hoy, 2007).

The system now carries a detailed pattern of answering and marking, which makes it very difficult for every student to overcome and excel. This development brought forth one key aspect: the level of expertise and excellence a person reaches through this system (Houtenville & Conway, 2007).

Modern education does not simply aim at mere transfer of information but is much more vivid and detailed than that. It introduces students to a variety of avenues and aims at more explicit development of a person, stressing on aptitude and personality development. In this function, the role of peers and individuals is often discussed and brought under scrutiny, which is considered vital and decisive for a student (Karen, 2003).

Researchers and experts in the education field have often provided figures indicating development in the function of knowledge imparting, which is associated with parents and guardians. Research numbers indicate that parents who participate in their respective children's education and take interest in knowing their ward's progress put a positive impact on the academic performance of their children (Rosenthal & Sawyers, 2006). It is evident that when parents discuss certain aspects of their child's studies and education, the student performs well and excels in many cases (Jeynes, 2005).

Problem Statement and Research Questions

There are certain psychological aspects associated with this function that provide positive mental conditioning to the child, and there is positive advancement made in terms of educational participation. However, there is a critical element associated with this topic that remains somewhat unknown: to what extent is this statement effective and true? (Aronson, 2012). This can only be analyzed by conducting detailed study and research in this direction, which can establish the effectiveness and validity of this statement (Hill & Tyson, 2009).

This problem statement implies a critical examination and detailed evaluation to establish whether the aspect brought forth is true or not. Does parental involvement actually affect their children in terms of educational and academic performance? Is it true that when parents discuss matters related to educational courses with their children, it actually impacts them psychologically and motivates them to perform better? These questions can only be solved if there is a detailed evaluation of studies and research done in this direction, and only then certain conclusions can be drawn and established (Tschannen-Moran & Hoy, 2007).

This also aims toward development of a communal portal promoting collaborative activities that include students, parents, and teachers in order to promote effective education and outcomes. There are many problems and hindrances toward promotion of collaborative functioning, as parents have different circumstances in terms of financial condition and geographical locations (Houtenville & Conway, 2007). These hindrances prevent parents from taking part in their ward's education and interacting with teachers, which is why certain students lag behind in terms of academic fulfillment and excellence. The whole idea is to promote participative activities by parents who are prevented from playing their role, and take help from technology toward developing an effective education function (Karen, 2003).

There is considerable ground that has to be covered and needs to be identified in this direction. For the overall development and consolidated effectiveness of the education system, there needs to be a way to reinforce this function to a great extent. In every practice and process, there are certain areas of improvement available to be tapped and developed for better outcome and performance (Rosenthal & Sawyers, 2006). In education, there are also certain areas that need effective analysis and implementation in terms of better practices and effort.

This study aims toward finding the missing links in terms of areas of improvement and consolidation, which can make the education function in general more effective and promote participation of parents in their ward's education. It is an established fact that when parents participate in their ward's education, it helps the student in terms of outcome and performance. Still, there are certain aspects associated with this fact that need further exploration (Karen, 2003).

Key Definitions

Monitoring: This pertains to the involvement of parents in their children's education. Monitoring refers to the participation of parents in the education function of their children and keeping a check on their child's development and learning curve. This also includes the participation in imparting certain educational elements and checking whether their children are progressing in the right direction (Stewart, 2008).

Jeynes (2005) has focused on several participative elements in the study and has brought forth some elements which were earlier unknown in this regard. It is intriguing to know that a parent's role is very decisive in ensuring effective educational function. Some very significant figures are discussed in this study, bringing forward a critical nature of research. Similarly, Stewart (2008) has suggested some structural characteristics which are discussed and implemented in this research, making this study very positive and descriptive. Stress is laid in the direction of student participation and all factors such as availability and time are discussed in this regard. It is highlighted that understanding and participation on a student's part is equally important as that of parents.

Hill and Tyson (2009) have categorized their study around the middle school level. They have also included psychological elements in this regard and have stated that the particular mindset of an adolescent is also decisive in this regard, which is why education at the middle level is very crucial. Taking forward the psychological element, they focused on the psychological aspect of a child and how it is a major decisive factor in development of academic function. In the same vein, Tschannen-Moran and Hoy (2007) discuss certain aspects about teachers which are deemed very decisive for this topic. Apart from parents, teachers are also an integral part of the community education function, and this study stresses on their role in the same.

Literature Review

Karen (2003) has focused this study from a parent's point of view and has tried to understand their thought process. Community education cannot function and exist without proper participation from parents, and understanding their part helps in maintaining effectiveness of this whole function. Another very important aspect, which is often ignored, is highlighted by Houtenville and Conway (2007): the resources which are provided by the school and authorities. In this study, the provisions of school are discussed, and it is analyzed whether schools are making actual efforts to promote participation by parents and what suggestions exist in this regard.

Rosenthal and Sawyers (2006) found that working parents and a busy routine is very decisive regarding the effectiveness of their children's education. Their study highlighted this element and helped in suggesting certain ways in which these challenges can be overcome. They stressed on the need of parents to participate in their children's education and conduct personal time management.

Aronson (2012) conducted research on the aspect of communication and promotion of teacher-parent interaction, which is critical in community education function. Many aspects of promoting parent leadership are discussed and focused upon. Robinson and Fine (2004) point out that it is a well-known fact that plain and basic knowledge transfer is of no use if the same knowledge is not enriched and worked upon. They conducted their study through this element itself and have promoted relationship between cause and effect. It highlights the fact that knowledge can be enriched and reinforced through more participation and practical implementation on the home front.

Based on similar patterns, Bobango (2004) has also conducted research on the reinforcement aspect of education and advocates revision of the curriculum at home by parents through a practical approach. Similarly, Pardini (2005) is of the view that to promote participation of parents, it is important for school authorities to set certain guidelines. If there are laid down guidelines toward provoking participation of parents and fixed activities, it would be a concrete step in this direction. This study provides a different perspective in the direction of psychology of community education.

It is established that all parties involved—parents, teachers, and students—have their own psychological role to play in making community education successful. Johnson (2008) conducted his study from a school-centric viewpoint, which enables parents to understand the various aspects of education that are otherwise missing from understanding and cannot be implemented. Lastly, it is noteworthy that while many aspects of school-home-based study are discussed in numerous studies, Hardin and Littlejohn (2004) have a completely different take on effecting schooling. This work urges parents to take initiative in this direction and make it more effective. Considering the huge amount of material available and the significance of parental involvement, this study embarks upon answering the question of why parents are reluctant to visit schools.

To conduct an unbiased research, it is very important to take into account all aspects of the same. In this study, the interview method of research is applied and adopted because of the interactive capability it offers. An interview helps in gaining access to firsthand experience and responses from respondents, and this is why it is preferred. The data was recorded in the most natural form, and it enabled the researcher to understand the topic in better light. It was also important to record the data unadulterated and in non-correctional format.

Research Methodology

Interviews provide an audio-visual method of recording data, as the body language of respondents is also vital in understanding the responses. In this research, a sample of 20 parents whose children were students of middle school were selected for the interview. All these participants were from mixed backgrounds in terms of financial condition, work category, and geographical location.

The interview questions addressed key areas: interaction with children regarding academic curriculum; awareness of textbooks and syllabus patterns; frequency of school visits; interaction with instructors regarding curriculum; initiative in helping with syllabus-related queries; participation in school-organized interactive sessions; and employment of tutors apart from school hours.

Data Analysis and Findings

In the interviews conducted, there emerged certain insights which are very decisive in making the community education function more effective and reinforced. It is evident from the interview responses that majority of parents wish to take part in their child's academic functions. However, only 45% of parents are really active on an overall scale. In this sample, 72% of the respondents (female and male) were working individuals, and due to this reason, majority of them could not actively participate in education-based activities. It is also seen that this trend has risen, with more female parents now working compared to earlier studies from 2004.

Regarding knowledge about curriculum, approximately 53% of parents had no knowledge about the curriculum being followed by school and had little knowledge about the learning of their child. Additionally, 36% of parents responded that they had never referred to textbooks and other course material of their child.

While most of the parents visited their child's school to drop off and pick them up from the facility, they seldom entered the premises. It was intriguing to know that almost 70% of parents never took initiative to enter the school and interact with instructors. However, on the bright side, almost 79% of parents visited the interaction sessions organized by school authorities, which is a great practice and was encouraged by researchers. It was also interesting to know that most parents tried to help their children when they came up with a query and even referred to internet-based resources to help them; this figure is around 78%.

While most parents relied on the school's instruction and teaching method, 36% of parents had hired a tutor for their child. This data points out toward various developments and advancements which can be made toward achieving certain specialization in education. To improve the participation of parents and increase the figure regarding reference of textbooks by parents, certain guidelines are required to be set by school authorities. It is very important to create an interesting and interactive study pattern for students, which includes their parents into the framework.

Certain trends have pointed toward a depleting trend in terms of participation by parents over the years in the past decade. Over the years, parents have indulged in activities other than academic and have stayed away from studies of their children. When 72% of parents are working in a given sample, it becomes very difficult to indulge in academic activities of their children due to busy work schedules. This lifestyle is already hectic and full of stress, and the pressure to perform puts them under excessive pressure.

There is a need to promote time management and making complete use of technological functions in this regard. When parents are updated and regularly informed about progress in studies and curriculum, they are bound to take active part. Almost 30% of working parents responded in favor of adoption of technological measures and communication by school and wished to participate in such activities if duly informed about their ward's performance.