Happier parents, happier educators, better early education

Matt from Famly talks us through why parents now expect a community experience from you online and offers tips on how to meet parent expectations without overburdening yourself.

Using the PODCI to Measure Motor Function and Parent Expectations in Children with Cerbral Palsy

Objective Involving parents in the evaluation of their child with cerebral palsy (CP) is associated with enhanced neurodevelopmental outcomes. The pediatric outcomes data collection instrument (PODCI) is a patient-reported outcome measure primarily used to assess motor function following orthopedic surgical intervention or for older children with more independent motor function. The PODCI expectations scale has infrequently been reported in previous studies. This study aims to determine the relationship between parent-reported motor performance using the PODCI and motor capacity assessed by pediatric therapists for young children with CP across all ability levels and to explore the use of the PODCI expectations scale for quantifying therapy-related parent expectations. Methods This prospective cohort study included 108 participants with CP, 2 to 8 years of age, gross motor function classification systems (GMFCS) levels I to V. Measures included the PODCI, gross motor function measure (GMFM), and GMFCS. Results There were moderate (r = 0.513) to large (r = 0.885) relationships between PODCI and GMFM scores. PODCI scores were significantly different across GMFCS levels. Weak, significant relationships (r = −0.28) were found between function expectations scores and measures of function. Conclusion The PODCI, GMFM, and GMFCS provide different, but strongly related, information about the abilities of young children. The GMFM measures motor capacity. Parents report daily function and health-related quality of life for their child using the PODCI. Parent expectations for intervention outcomes may relate to a child’s motor function. Impact These study results are consistent with those for older children with greater independent mobility, indicating an opportunity for expanded use of the PODCI for measuring motor performance for younger children with CP across all ability levels. A strategy is provided for using the PODCI expectations scale to quantify parent therapy-related expectations in future research and clinical settings. Therapy-related expectations may relate to child outcomes.

The Effects of Parental High Expectations on Middle School Students’ Overall Achievement

Positive influence of parental involvement on their children’s academic performance has been widely reported and proved in a good number of research. However, little attention has been given to the negative influence that the high parental expectations may cause to their children performance and motivation. This current study investigates the parental high expectations on their children academic achievement and motivation. It also attempts to explore the adolescents’ perception of the influence of their parent’ expectations on their motivation. To do this, 160 middle and high school students in a public school were surveyed and seven were interviewed to collect data. The results showed that children achievement did not seem to get noticeably worse at a certain task that were pressured into doing, but rather they got exactly what their parents want from them. They also revealed that parents usually decide the expectations without estimating their children’s abilities and interests. Based on the results analysis, some implications and recommendations are provided for parents and educators to consider supporting adolescents in their academic journey.

Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school

Parents’ perceptions and expectations of transition to school influence their engagement in the transition process. In this study, eight Chinese and eight Australian parents were interviewed to explore their perceptions of transition to school. The results showed similarities in Chinese and Australian parents’ views of transition to school as a two-phase process involving preparation and school familiarisation. Cohort and intra-cohort differences were evident in the type of preparation, attention to diverse needs and the difficulty of the transition process. Moreover, Australian, but not Chinese, parents regarded transition to school as a change for themselves. The findings challenge stereotypes, indicating the need for more reciprocal communication to address parent expectations about transition to school in diverse communities.

A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets

This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.

Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data

Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.