Parental Involvement, Children’s Learning Needs and Reading Motivation of Young Chinese EFL Readers

2019 ◽  
Vol 19 (16) ◽  
pp. 959-978
Author(s):  
Shuyan Wang ◽  
Heyoung Kim
Keyword(s):  
Parental Involvement ◽  
Reading Motivation ◽  
Learning Needs ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Upaya Orang Tua dalam Memotivasi Kesungguhan Belajar Anak di Desa Bulusari Tarokan Kabupaten Kediri

2019 ◽  
Vol 2 (1) ◽  
pp. 127-147
Author(s):  
Doni Saputra
Keyword(s):  
Learning Needs ◽  
Natural Background ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Silent Condition ◽  
Learning Conditions ◽  
The Family ◽  
Watching Tv ◽  
Self Learning ◽  
Children's Learning

This research is in the background by the importance of parents' role as the first and foremost educator for the child to motivate their children in order to increase the seriousness of learning. When children learn should always get attention and guidance from parents. Parents must meet the children's learning needs and always give motivation, otherwise it will be difficult to familiarize the child to learn this research using a qualitative approach that has the characteristics of: natural background And researchers as a key source, and research is descriptive.  The results of the study after the analysis, namely: (1) Children's study pattern at home in Bulusari village, Tarokan District of Kediri regency of each child varies, some who like learning in a quiet or silent condition, some are happy to learn While watching TV or listening to the song. Children's learning patterns in this village use two approaches that are self-learning (individual) and with teachers looking for tutoring and learning guidance. (2) The motivational forms of the family so that the children learn vigorous is to give examples to the child, because the child has the data to emulate the good. (3) Forms of motivation given by parents to foster children's learning spirit is to provide complete learning facilities, giving gifts or rewards, creating conducive atmosphere and learning conditions so that children can learn and punishment for a child who does not want to learn and lazy to learn and the child who dropped his learning achievement.

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

scholarly journals Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya

2020 ◽  
Vol 4 (3) ◽  
pp. 26
Author(s):  
Orpha Nyakundi ◽  
Grace Nyagah ◽  
Jeremiah Kalai ◽  
Simon Munayi
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Parental Support ◽  
Structured Interview ◽  
County Government ◽  
Head Teachers ◽  
Children’S Learning ◽  
Involved Parents ◽  
Children's Learning

Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance).  Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

scholarly journals The Impact of Maternal Literacy and Participation Programs: Evidence from a Randomized Evaluation in India

2017 ◽  
Vol 9 (4) ◽  
pp. 303-337 ◽  
Author(s):  
Rukmini Banerji ◽  
James Berry ◽  
Marc Shotland
Keyword(s):  
Parental Involvement ◽  
Adult Literacy ◽  
Randomized Evaluation ◽  
Children’S Learning ◽  
Math Scores ◽  
Randomized Field Experiment ◽  
Learning At Home ◽  
The Impact ◽  
To Receive ◽  
Children's Learning

Using a randomized field experiment in India, we evaluate the effectiveness of adult literacy and parental involvement interventions in improving children's learning. Households were assigned to receive either adult literacy (language and math) classes for mothers, training for mothers on how to enhance their children's learning at home, or a combination of the two programs. All three interventions had significant but modest impacts on childrens math scores. The interventions also increased mothers' test scores in both language and math, as well as a range of other outcomes reflecting greater involvement of mothers in their children's education. (JEL I21, J13, J16, O15)

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