7/30/2023 0 Comments Committed 2000 parental guidance![]() Accompanying and supervising children’s main school goals – that is, to study and to learn – modelling positive behaviours and attitudes towards school and conveying the importance of school have the strongest positive impact on learning (Castro et al., 2015). Overall, findings suggest that children of involved parents are more motivated to learn for learning’s sake, because they adopt their parents’ positive attitudes towards school and learning (OECD, 2012). Parents’ lack of education and ability to provide support for homework may crucially affect child learning outcomes, especially during school closures (Brossard et al., 2020). The COVID-19 pandemic has further highlighted the importance of parental support, as parents have had to join the front-line teaching and learning process (Winthrop et al., 2020). Evidence suggests that with support disadvantaged parents can become more engaged with their children’s learning and that in turn, this can lead to better outcomes (Axford et al., 2019). Promoting higher levels of parental involvement may help to reduce performance differences across socioeconomic groups (Borgonovi and Montt, 2012). Research shows how children’s literacy improves when their parents are involved in schools, regardless of the parents’ level of educational achievement (Marphatia et al., 2010). Moreover, teachers may pay more attention to students if they know that their parents are more involved (OECD, 2012: 13). By showing their children how to plan, monitor, and be aware of the learning process, involved parents help them develop the language and other skills needed for learning. Mahuro and Hungi (2016) found in Uganda that parental participation in the form of commitment of time and resources to their children’s education plays a pivotal role in motivating children to improve their academic grades.įindings from the OECD’s Programme for International Student Assessment (PISA) confirm that parental involvement in education is pivotal for the success of children throughout their learning pathways. What we knowĪ large body of research shows that ‘at-home good parenting’ is a strong predictor of children’s achievement, even after other factors which impact achievement have been taken out of the equation, including the quality of schools at the primary age (Desforges and Abouchaar, 2003: 4). Support may vary according to the age of the child, ranging from preschool support in the home to direct support once the child has transitioned to school, including assistance with homework and volunteering in classrooms and with school functions. Support tasks range from school and home communication, assistance in learning activities at home, participation in school events, and participation in school-decision-making bodies (Desforges and Abouchaar, 2003). This includes direct support to learning before and during formal education, as well as indirect facilitating of factors such as nutrition, health, and hygiene. The support they provide affects children’s development, learning, and subsequent educational outcomes. Parents (or caregivers) are the first educators of their children. A related brief looks at issues of school and learning readiness. ![]() This brief examines the role of parents in supporting their children’s learning in school and how planners and decision-makers can support this role.
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