Why Parenting Education Matters for Child Development

Introduction: The Case for Parenting Education

In a perfect world, every child would be wanted and loved, and all parents would have the capacity and the desire to raise children who are healthy, mentally and physically strong, and of high moral integrity. Sadly, this is not the case. Some parents are, unfortunately, not very interested in what happens to their children. Other parents are dissatisfied with what is happening at home but do not know how to create effective change. Still others are unaware that there is a better way of parenting. Parent education could help in all of these scenarios.

The literature demonstrates that parenting interventions improve the quality of the relationship parents have with their children as well as improving child social behavior (Scott, O'Connor, Futh, Mathias, Price, and Doolan 2010). Programs have been particularly effective when delivered to motivated, ethnic-majority parents, but there has been little study of programs that serve as interventions aimed at preventing a wide range of poor outcomes associated with antisocial behavior — such as involvement in risky lifestyles, low school attainment, and a lack of satisfactory friendships (Scott et al.).

Challenges in Delivering Parenting Programs

There are, of course, problems associated with the delivery of parenting programs. The greatest challenge is getting parents to participate when there is no mandate that they do so. Skilled personnel may be another issue; urban areas may have sufficient counselors and educators, but rural areas may not. A third issue is cost, although, as Scott et al. point out, "programs can in theory be justified since in the long run they should reduce the high cost of antisocial behavior arising from increased use of services, higher levels of crime, and greater dependence on financial handouts."

Media Use and Its Impact on Children

Despite the challenges associated with delivering parenting education, such programs are nonetheless vital. For one thing, academic success has been tied to acceptable behavior in children and conformance to certain social norms. For another, a 2010 report noted that average American children and teens spend nearly eight hours a day consuming media — including watching television, surfing the Internet, and playing video games (Reinberg, 2010). Sales of smartphones recently surpassed sales of personal computers, making media accessibility even greater for all age groups, including those under eighteen.

A study by the Kaiser Family Foundation found an apparent link between heavy media use and poor academic performance. Researchers categorized "heavy media users" as those who consume media more than sixteen hours per day (Reinberg). Research also supports concerns that children and teens who play violent video games are much more likely to engage in violent ideation and actions. Parents have an important role to play in their children's behavior and character, in monitoring their activities, and in preparing them for academic success.

References

Barna, Jennifer S., and Pamela E. Brott. "How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective." Professional School Counseling 14.3 (2011): 242–249.

Brannon, Diana. "Character Education — a Joint Responsibility." Education Digest 73.8 (2008): 56–60.

Parker, David C., Jennifer S. Nelson, and Matthew K. Burns. "Comparison of Correlates of Classroom Behavior Problems in Schools with and without a School-Wide Character Education Program." Psychology in the Schools 47.8 (2010): 817–827.

Reinberg, S. (2010). U.S. kids using media almost 8 hours a day. HealthDay News, January 20, 2010.

Scott, Stephen, Thomas G. O'Connor, Annabel Futh, Carla Mathias, Jenny Price, and Moira Doolan. "Impact of a Parenting Program in a High-Risk, Multi-Ethnic Community: the PALS Trial." Journal of Child Psychology & Psychiatry 51.12 (2010): 1331–1341.