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The participation of the relative at the education of the children

1861

The importance of the parental participation like factor of acceleration and

motivation in the education of their children is an world-allowed fact. This
research project provides an explanation detailed with specific reasons, the
importance participation of parents' in the education of their children

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ABSTRACTED

The importance of the parental participation like factor of acceleration and

motivation in the education of their children is an world-allowed fact. This
research project provides an explanation detailed with specific reasons, the
importance participation of parents' in the education of their children. He a
lso discusses the techniques parenting, their types and their consequences if
neglected. He also describes the manners of measuring the results of the pos
itive parental participation. Moreover, it mentions the participation of prof
essors and the difficulties faced by the professors by obtaining parents impl
ied in their children (this is still supported for the examples of two profes
sors which with their deliberated efforts gained the parents to more devote t
heir maximum attention towards their children), single-parent participation,
the proper efforts of the children to improve their levels of academic and in
terventions based parécole commune. A detailed analysis of the various princ
ipal ideas is given, based on the results of other investigations and researc
h projects.

INTRODUCTION:

The parental participation can be seen to fall into three types: 1) behavior
al, 2) intellectual and 3) personal. Research explores the effect of the mul
tidimensional participation of the parents and progress while resulting from
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the children in their studies when various parental resources were devoted
to them. The parents actively participating help their children in their sch
ool development while going to schools and while taking part in the open hou
ses. By deeply observing the behavior of their children they can correctly j
udge the kind of behavior or allocation of resources requested by their chil
dren. Such parents caring can also motivate professors to become more attent
ive towards a particular student, of this fact maintaining the cycle of the
participation of parent-professor. To encourage cognitive accumulation and t
he capacities of perception in a child are an important concern in the educa
tion of the child. The manner that the parents make take part their children
in the cognitive study is by exposing them to different activities and stim
ulative materials cognitive such as books, electronic media and current even
ts at the house. This helps the child to practice all the kinds of qualifica
tions of comprehension of language at the school. The results show a remarka
bly positive behavior at the school and with pars.

Two processes parenting with knowing Parenting of support (SP) and hard Par
enting (HP) helped much in research of the parental participation in educat
ion of their children. By adjusting the levels of parenting of support, one
observed various levels of successes. Parenting of support in same of the
students of kindergarten gave positive tests. Four measurements of parentin
g of support were employed in the study, they were:

1. Proactif teaching.

2. Discussion calms in disciplinary meetings.

3. Heat.

4. Interest and participation in activities of par.

The evaluations were led when kindergarten entered by children and when the
y reached category 6. There was a remarkable factor to obstruct the develop
ment of children: adversity of family. It was the result of a universal neg
ative process which included the risk of low socio-economic, simple-parenti
ng statute and effort of family. Maladjustments of child proved more common
in the families with such adversities. Anyhow much negative impacts were m
oulded, the PS proved to overcome the risks related to the adversity of fam
ily. The PS was strongly related to the procedures of adjustment in the chi
ldren of category 6 who had the single-parent family or tested the low soci
o-economic statute (ITS) in their childhood early.
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In a manner of socializing their children, the parents adopted the technique
s of the calm discussion and proactif teaching. They helped to decrease the
behavioral problems by long discussions of transport with their children, cu
ltivating in them a direction of respect, calm and peace of the spirit. The
mothers also took an active part to reduce the effort of par among their chi
ldren. It is also a largely allowed fact that parenting of support plays a b
ig role in the development of children of the empathy, of the behavior proso
cial and of emotive competence. Negative side, the absence of parenting of s
upport can be related to the development of the internal problems such as co
ncern and the depression.

The lack of the parental care and the attention necessary is the principal f
actor for the following rise in the percentage of the juvenile delinquency (
crime among children). The absence of the parental instructions makes develo
p children of the behavioral and emotive problems irreversible. They in orde
r to seek the attention, resource with the crimes thinking that in this way
they could achieve their wishes. They can turn over to not controlled violen
ce if not kept an eye at the time. Such criminal activities cannot be stoppe
d until their symptoms distressing of low self-esteem, depression, mood dysp
honic, tension and concern, and other disturbances are relieved. And the imp
ortance role of parents' in this respect cannot be suraccentuée.

In an effort to describe the parental participation, much of researchers emp

loy a term “transition― (Lombardi, Joan). The “transition― is employ
ed to describe the period of time it where the children move house at the sc
hool, school with after the activities of school, from one activity to anoth
er in a nursery school, or nursery school with the kindergarten. The efforts
untiring of the professors in the phenomenon of the transition cannot be be
en unaware of. They prepared the children and their parents to face the prob
lems of the adjustment on the programs of elementary school which had variou
s models of psychology, of teaching and structure that the programs offered
to the level of kindergarten. In the elementary schools of level the profess
ors had to raise of the serious challenges by motivating the parents to take
the interest for the activities of their children. The professors adopted v
arious methods to make take part the parents in the classroom of day in day
and the activities in the house. They were accustomed to sending the notes,
the invitation of the meetings of parent-professor, invitation of the sessio
ns of parental councils and the training courses, directing without interrup
tion the attention of the relative towards their children. Patricia Brown Cl
ark proposes that it is very important to keep the transportation route betw
een the professors and the parents open, so that the parents can act one on
the other with the professors and obtain the up to date information of the a
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ctivities of school of their children. The one-way to make take part parents
is to program events of school and to arrange activities of classroom such
as offering for libraries, acting as assistances of classroom or the pauses
of midday effectively of organization. The professors also choose so that to
make calls of telephone with the houses of the children to remain in liaiso
n with the parents and to finish by the point knows to which they contribute
towards the wellbeing of their children. Independently of the activities above, the pro
parents and their children so that the parents remain delivered in their chil
dren and the children obtain to study at the house. However, it was bad and d
isappointing experiment for the professors when several of the parents did no
t answer as envisaged. Several of the parents were thus overpowered with thei
r official work which they could hardly leave at a certain time for their lov
ed children.

Moreover, because certain parents their schoolings were not positive and cha
racter-magnifying experiments, therefore they preferred to as well keep a di
stance from the school of their children. This made it really difficult and
sometimes impossible so that the professors bring the parental participation
at the desired level. Nevertheless, the activities of two professors proved
considerably profitable by making parents implied in their children. They w
ere Carlos Valdez, a professor of art and one 8th silent partner of class of
category, and Mike Hogan, director of the band of school. They did it while
making take part parents in festivals of music and other ceremonies of scho
ol. They proved to be great examples so that the future professors come.

If the school development programs of the children are to be crowned succes

s they must share two characteristics:

1) Practical développemental suitable:

The academic progress of a child is clearly reflected by the suitable practi

ce which it manages while in the life of school. During the transitions from
the nursery school to the kindergarten, a child if given the exact practice
développemental suitable tends to learn much from language and the qualifi
cations of play. He develops a great interest by exploring his environments
and the interaction (without hesitation) with his adults.

2) Services of support:

Those include the assistance which the school provides to the students low-i
ncome of family. The services include the care of health care, care of the c
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hildren and community. This reinforces the relation between the school and t
he children and creates a feeling of safety and a confidence among the child
ren. They obtain to learn that their communities are part of their school si
nce the services of support of the school try to help the development of com
munity.

It is generally believed that the children are good individual-professors. Th

eir strategies individual-impetuses help to improve their intellectual expres
sion, creativity, possibilities and qualifications except program. This idea
is proven by the documentation of the work of the infants provided by Reggio
Emilia:

“The teachers of Reggio Emilia accentuate the amazing possibilities of the

infants and indicate that it is by the unit of the thought and to estimate
that the infants can explore their world, represent their ideas, and communi
cate with others with their moreover high level.  ― (Edwards, pope. C, Sp
ringate, Wright.K)

The apogee rests in the fact that how the parents would know that their since
re participations are really to prove to be valid for their children. The ans
wer is in the attitude of the children. The degree of parental participation
can be judged by the attitude of a child towards his school subjects, its des
ires of academic and achievements. There is a direct relationship between aca
demic successes and the attitude towards the school. Schunk in 1981 had the f
ollowing idea of the desires of aspiration or academic:

“Of level of aspiration is defined as a its subjective probability that him

or it will reach a certain level of education.  ― (Abu, H. and Maher, M)

Consequently children who received with proportioned parental concern are pr

oven much more trustful in their school desires and achievements that those
which could not obtain the good quantity of parental concern. The individual
participation of the mothers and the fathers also plays a crucial role in t
he behavioral development of a child. One observed students of the single-pa
rent household to show the less positive attitude towards schools and the st
udies compared to the students of the biparentaux households. A study aimed
at studying the parental concern proved that sincere efforts in spite of mè
res', the role of the fathers could not be been unaware of and all two been
used as a basis important for the future progress of the child. This can be
proven following fact:

According to a recent report/ratio of the national center for Statistics edu

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cational (1997), compared with their counterparts, the children with the imp
lied fathers are to have taken part in the educational activities with their
parents (for example, to have visited a museum or a historical site with th
eir parents in last month), and are to have access to the multiple types of
resources at the house as well (as measured by the proportion of parents whi
ch belong to the community or the company doctors, or to offer regularly in
the community). (Flouri, E. And Buchanan, have, Pg.142)

Moreover, the parental participation was discussed and applications in term

s of interventions or programs of prevention, which are nothing but securit
y measures taken to ensure the healthy and perfect education of the child.
The school uses of study and the programmes of intervention of house-only t
o discover the extent of the intellectual possibilities found in the childr
en of various mediums of family. The success of the interventions school ca
n be proven following fact, which was a part “of plan 2001-2005 of improv
ement of service of education― of Edinburgh:

----The Scottish executive work group of discipline, which studied the cause
s of the poor behavior among pupils in the schools produced a report/ratio o
f a “better behavior - a better study― in June 2001. The report/ratio in
cluded 36 recommendations for the action, which were then transformed into a
ction plan in 2002. Many of the latter have implications for the authority o
f education. (Project of instep of Craig Millar)