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Influence Of Parental Involvement On The Promotion Of Family Life Education
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Preparing
individuals and families for the roles and responsibilities of family
living is nothing new. Because knowledge about human development,
interpersonal relationships, and family living is not innate, societies
have needed to develop ways through which they may transmit the wisdom
and experience of family living from one generation to succeeding ones.
Some societies transmit his knowledge through formal means such as
puberty initiation rites. For the most part however, individuals learn
about family living in the family setting itself as they observe and
participate in family activities and interactions in their own and other
families
As societies change and become more complex, this pattern of informal learning about living in families becomes inadequate.
The
development of new knowledge, advances in technology, and changing
social and economic condition create situation where the teaching of
previous generation are no longer appropriate or sufficient. In this
circumstance, societies must find or create new ways to prepare
individuals for their family roles and responsibilities.
Clark (2003)
opines that when parents and family get personally involved in
education, their children do better in school and grow up to be more
successful in life. According to Clark, parent’s involvement includes a
lot of different types of activities. Some parents have time to get
involved in many ways; others may only have time for one or two
activities.
Aluede (2000) contends that the earlier in a child
educational process, parent involvement in family life education begins,
the more powerful the effects. The most effective forms of parent
involvement are those which engage parent in working directly with their
children on learning at home. Parent may get involved in family life
education by ensuring better school attendance by their children,
increased motivation, and better self-esteem.
Although most parent do
not to know how to help their children with their education with their
guidance and support they may become increasingly involved in home
learning activities and find themselves with opportunities to teach, to
be models for and to guide their children. Parent participation in
education was twice as predictive of academic success as family
socio-economic status, (Uwakwe, 2000). When schools encourage children
to the practice reading at home with parents the children make
significant gains in reading achievement compared to those who only
practice at school. The more intensely parent are involved, the more
beneficial the achievement effects. Parent who read to their children,
have books available, take trips, guide TV watching, and provide
stimulating experiences contribute to student achievement. The more
parents participate in family life education, in a sustained way, at
every level-in advocacy, decision making and oversight roles and as home
teachers- the better for children’s academic achievement.
The
society depends primarily upon the family institution for the production
of children who constitute young members of the society. Also, the
family is seen as the primary agent of socialization where the norms and
values of a society are internalized by the new members of the society
that is children, teaching and behavioral pattern and ways of life. In
addition, the family performs the functions of provision of basic
necessity of life like food, shelter, clothing, education etc.
Arqqawal
(1981) asserts: “It is the home not the school that determines the
quality of the direction of any child’s life, and that teacher’s works
is fulfilled or destroyed by the operation, for good or ill this major
factor in the education of any child.†(page 19)
Adeyemo (1998) and
Akinboye (2000) have observed that children from unstable homes have
less adaptability to school situation, less initiative and possess a
less measure of emotional self-control. The anxiety level of home and
the pattern of parental communication with children may affect learning.
For instance, a child that is frequently upset over parent quarrels are
at risks for lower levels of education achievement (Krohn and Bogan,
2001).
Infants whose parents lack warmth and stability and fail to
provide educational stimulation (e.g teaching and child new words) are
at risk of learning and emotional problems (Werner and Smith, 1992: 24).
Infants who suffer from neglect may also be at risk of health and
developmental problems (Kenpe and Goldbloom, 2007:312).
In a study of young people from low-income black homes with varying family structures,
Clark
(1993) finds that parents of high academic achievers set firm but not
harsh rules, seek information about their children’s academic progress,
enhance literacy skills through activities such as reading and word
games, and model an optimistic assertive approach to life. In Clark’s
study, the two-parent and single-parent families that had these
attributes produced higher achieving students, while the two-parent and
single-parent families that lacked these characteristics produced less
successful students. Similarly, Goldenberg (2009) describes how
assertive parent involvement may significantly influence student
achievement, over the course of Goldenberg’s case study, the children
who improved their reading skill received encouragement and /or home
tutoring from their parents.
CHAPTER ONE -- [Total Page(s) 5]
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ABSRACT - [ Total Page(s): 1 ]This study investigated the Influence of Parental Involvement on the Promotion of Family Life Education in Mushin Local Government Area of Lagos State, Nigeria. The purpose of this research was to determine the level of family success in the promotion of the family life education and to assess the challenges affecting the family life education Five questions and hypotheses were stated for the study, the study employed a descriptive survey research design. An instrument titled: Influence of Paren ... Continue reading---
