speech on the role of parents in children's education

The Parents Role in Their Child’s Education

By: Author Dr. Patrick Capriola

Posted on Published: February 23, 2019

The parent’s role in their child’s education is more complex than ever. Standardization has placed increasing pressure on students and the advent of social media and online learning platforms have created a vastly different educational experience for today’s kids than prior generations. It is important for parents to be involved in their child’s education so they can help them navigate this increasingly complex landscape.

What is the role of the parent in their child’s education? The parent’s role is to ensure the child’s basic needs are met every day and to help them develop the academic, social, and emotional skills necessary to succeed. Parents should nurture their ability to take on responsibility, engage with peers, work towards goals and pursue their interests.

The parent is the most influential person in the child’s life and has an unmatched power to direct and motivate. Parents who seek to support their child’s academic success should focus on whole child strategies that are considerate of where the child is in every area of their development. You and your child will benefit greatly if you have a vision for fulfilling your role in your child’s education that examines the supports that need to be in place to ensure they get the most out of their formal and informal educational experiences.

Make Sure the Basics are Covered

From the beginning, the parent’s primary role is to make sure the child’s basic needs are met. As they grow older these things are still your job, but how you go about making sure they get done should change. For example, until a child is 7 or 8 you may need to be in the bathroom with them when they brush their teeth. If they won’t do it, you will have to get in there and do it for them. It may be a hassle (I know my 3-year-old gives me a battle every night), but the benefits far outweigh the costs. You don’t want to look at your teenager suffering 10 years from now with their mouth full of cavities. You also don’t want to pay the bills to get them fixed.

21st-century life has presented parents with this decision more than ever before – pay the price now or pay a higher price later. Each time you are presented with this choice you have the power to teach your child good habits. The lessons they learn from you about responsibility, attentiveness, and care will carry over into other areas of their lives – including education.

Each day parents must have age appropriate expectations for what the child needs to do for themselves. Parents should also have a plan in place for how they will monitor whether those responsibilities are met and to the degree of quality with which it is carried out. Each morning the parent needs to ensure the child has:

• Done their Homework the Night Before
• Had a full night’s sleep
• Had a healthy breakfast
• Cared for Themselves and Maintained their Environment
• Arrived at School on Time

It’s a lot to get done every day, but the payoff is worth it in the end. The skills your child will learn as they practice doing their homework, taking a shower, getting to bed on time, making their bed in the morning, brushing their teeth, and grooming themselves in a neat and presentable manner will stay with them for life.

As a young adult, they will undoubtedly have a few days where they don’t make their bed, eat well, or care for themselves. They will intuitively know that it’s wrong because it won’t feel like the right thing to do. Something will be out of place. They will sense this because you made sure they knew how to care for themselves properly.

Remember, what you teac them today will stay with them forever. There is no place where this is more apparent than self-care, which is the first step on the path to personal responsibility.

Make the Home a Great Place to Learn

The child’s home shapes their perception of what a safe and relaxing environment should be and it is where they learn habits that they carry with them for the rest of their lives. As the parent, you decide how they will experience their home. When I think about how my kids experience our home, I break it down into two parts; physically and psychologically.

The home should be neat and clean. If your child experiences organization as they grow up it will help them appreciate its importance later in life. Everything should have a place, and that includes opportunities for learning.

Do they have a space they can call their own? If you can, make sure they do. Are their toys in the playroom educational or purely for entertainment? Make sure there is a balance of both. Do they have access to a lot of screens? Screen time should be limited and the child should not view them as a part of their daily lives.

Do they have a desk anywhere? Is it in a place where they feel comfortable learning and is free of distractions? Can they go there to just chill out and play? Make sure they have some kind of work station that they can go to do homework or play constructively.

Psychologically

The way the child feels about the home will be a big factor in determining how comfortable they are learning while there. The home should be a place where the child is expected to learn, and they should intuitively understand the importance of this expectation.

You won’t be able to instill a belief in education in them through words alone. It must come through action. Establish a routine where they sit down in a quiet area and study, read or work on an intellectual hobby at least 3 times a week. Make it a priority.

As you are getting your child established in their new routine make sure you are considerate of how they feel about the experience. Although you don’t want to place all of your emphasis on whether they like working and studying all the time (they won’t), you do want to try to make sure they are comfortable enough to get into their zone so they can work productively. That is the feeling that you will work to build on.

When your child is able to consistently tune in to what they are working on they will experience more success over time. Give them the opportunity to experience that success by making sure they understand what their goals are for the day. If they are working on a huge Lego set they should not be attempting to finish it each day. Help them set a smaller goal that they can work toward, so they can see how success builds upon itself. With that, confidence will follow.

Understand Your Child’s Learning Style

If you are able to understand your child strengths you will be much more likely to help them as they work through the struggles that come along with discovering themselves. There is currently no way to put everything about their learning style into a category that will help you know exactly what to do and when, but there are some helpful frameworks and ideas based on research that should assist you in developing a better understanding of how your child learns.

The most discussed framework is known as learning modalities, and there are four:

• Kinesthetic

Visual Learners

• Benefit from demonstrations
• Have well-developed imaginations
• Easily distracted by movement or action
• Use lists to stay organized
• Easily learn through descriptions
• Remember faces but forget names

Auditory Learners

• Enjoy discussion and plays
• Solve problems by talking them out
• Can be distracted by noise
• Prefer verbal instructions from the teacher
• Remember names but forget faces

Kinesthetic Learners

• Thrive when they are active
• Learn while moving and doing (manipulatives help)
• Prefer action over watching or listening
• Struggle sitting down and concentrating
• High energy

Tactile Learners

• Enjoy hands-on activities like projects or labs
• Learn while taking notes
• Likes to draw to remember

You will probably find that your child does not fit firmly into any one of these categories, but instead favors one over the other. Almost all kids learn through each of the learning modalities, and this framework is used to determine which they favor more. Take some time to observe how your child learns now that you’ve read these over. Think about how you can modify learning at home so your child can engage in activities that are more responsive to their preferences and needs.

There is more to understanding a child’s learning style than just their modality. Learning d ispositions provide another helpful framework that can be an important indicator of what they will respond to. These are the habits of mind that are built up over time. If you understand where your child is in the learning disposition framework, you can better understand how they respond to the learning process. There are five learning dispositions to consider:

Persistence

Agility and Flexibility

• Motivation and drive to learn

Metacognition

Problem-Solving and Questioning

Persistent learners are willing to stick with a task and see it through completion. They won’t easily give up and will work to analyze a problem and develop a strategy to solve it. Children who learn persistence develop resilience over time through their frequent contact with intellectual adversity.

Learners who are agile and flexible are able to change their minds when they receive new information. They don’t get stuck in the trap of assuming things need to be the way they were originally presented. They understand how new variables being introduced to a situation can completely reshape that scenario.

Motivation and Drive to Learn

Learners who are motivated and driven are enthusiastic about and engaged in the learning process. They seek out learning experiences and are driven by both extrinsic and intrinsic factors.

Children who think about their own thinking are able to plan a strategy for producing the information that they need, are aware of their own learning process and can reflect on and evaluate the productiveness of their thinking. Metacognition is important for the motivated learner to guide themselves as they plot new courses for their own learning.

Problem solvers are adept at asking questions so they can fill in the gaps between what they know and what they need to know. They are also able to analyze scenarios from different points of view to see other perspectives that may have an impact on the outcome of the situation.

Model Active Learning

You are your child’s most significant role model. Growing up, they will look to you first to learn the skills and traits that will make them successful in life. In few areas will this be more important than learning. Through hard work, dedication, and daily modeling you have the opportunity to instill in them a passion for learning and a willingness to put the work in necessary to be successful.

Over the years your kids will hear you tell them about the importance of learning. The degree to which they take those words seriously will be determined in large part by the action they see you taking as a learner yourself. Make reading a priority, and ensure they see it is a priority.

If your children are younger read with them every single day for at least 15 minutes (if they are really little) to a ½ hour. If they are older, try starting your own family book club so you can read stories together and share the meaning of those stories with each other.

Another great way to demonstrate to your kids that you are a lifelong learner is through the work that you do around the house. Running a household comes with a lot of responsibility, and nobody knows it all. You undoubtedly have had to look things up to figure them out at some point. Involve your kids in this process.

Perhaps the drain under your sink was clogged and you realized that it’s not that difficult to release the plug and remove the debris manually. Or, maybe have a draft coming in from the windows and want to use some silicone to seal it up. Both are great opportunities to engage them in learning and application of knowledge.

Make sure they participate in the entire process with you. If you learn and apply the information together they will understand the process behind learning information then acting on it, which is something they don’t always get in school. It’s a great way to make learning real and relevant while creating a bonding experience for the family.

This will require more patience from you and your project may not get completed the right way the first time, but if you prioritize the opportunity to connect with your child you will see the lasting benefits of reusing this strategy for years to come.

Support the Child in their Learning

Children who have parents who support their learning are more likely to succeed in school. You can help your child by modeling the interest and excitement about learning necessary to create a passion in them for learning that will stay with them for life.

Help Them Learn to be Responsible for their Own Learning

Children need to be responsible for their own learning at an early age (in an age-appropriate manner). In a lot of ways, it’s easier when they are little because they are more eager to learn and to please their parents. Use that energy wisely. Make sure they are exposed to engaging learning experiences that make them want to come back for more.

There are many places on the web that already do a great job listing out ideas and activities that you can use with your child to keep them engaged in the learning process. Here’s the one I like best.

Engage with the School You Chose

Parents who view their school of choice as partners in their child’s learning are typically more engaged in the educational process. They know that it’s the parent who is most responsible for the child’s education, not the school.

As such, they choose their child’s school carefully and closely monitor what is going on at the school to ensure the school is living up to their expectations of what should be provided to their child. If the school messes things up, they are not afraid to make a move to a new school.

Of course, that’s not the first option anyone wants to take. Once you have chosen a school that you think is a great fit for your child you want to engage them intentionally and frequently to ensure that lines of communication are open and high expectations are being met for your child.

Make sure that you receive information from your child’s teacher about their behavior and academic performance as frequently as you think will keep you well informed. Get involved with the parent-teacher association so you can be more aware of what is going on at the school.

Get to know and be friendly with the principal’s secretary (they typically know what’s going on at the school). Build relationships in the school community that get you beyond the messaging of the district and administration and to the core of what is really happening at the school.

Understand Your Child’s Intellectual Interests (Beyond School)

Schooling itself is not a goal. It is a vehicle to develop students into stronger critical thinkers so they can contribute to society meaningfully later in life. You can help them each step of the way by paying attention to what they are really interested in and give them the time to pursue those interests.

The liberal education that is provided to students in western countries is great for creating well-rounded thinkers that are versed in the arts and sciences. However, the general curriculum does not typically allow for too much deviation from prescribed standards.

So, if a child has other interests they want to pursue they don’t always have the options to do so. That’s a great opportunity for you to shape your child’s free time with hobbies instead of downtime (or screen time).

Give your child the chance to develop their interests by ensuring they have the time and resources needed to learn about their topic. Let’ say they are interested in engineering. Help them learn more by joining a local rocket club.

When they join the club they will be introduced to the concept of rocketry in a thoughtful way. Engage with them as much as you can and become part of the learning process if it is something you want to share together.

Make connections with other parents so it will be easier for your child to meet up with other kids who share their interest in rocketry. Watch them as they practice. Make sure quality learning is taking place. When it comes time to buy them their own rocket, you will be more comfortable knowing they have been taught the proper way to use it because they were taught by trained adults and practiced with proficient peers.

No matter what their interest turns out to be, it will be important for you to support with the time, resources, and encouragement they need to progress through the learning process. Your involvement can be a great addition to ensuring they succeed.

They don’t have to be the next great engineer, they just have to stick with it long enough to figure out if it really is something they want to pursue. Once they have given it the time it deserves, they can choose to stick with it or move on to something else.

Turn Off Devices

I write frequently about this topic . Avoid devices as much as possible. In my home, they are not permitted (including T.V.) during the week and we try to avoid them as much as possible on the weekends. When we do allow the T.V. to be on, we try to ensure the kids are watching something that has a legitimate storyline and plot.

Tablets and phones are avoided as much as possible as well. Devices create a distraction for kids with little to show for their time. They are one of those things that you probably want to put off for as long as possible and then minimize time exposed when you finally have to give in and purchase your child one of their own.

Final Thoughts

It’s important to remember that the parent is the primary driver behind the child’s education, not the school. If a child has a strong parent who is engaged throughout the learning process they will rely less on other role models for learning.

That’s important in a day and age where U.S. schools are still performing below international standards. It’s up to you to ensure they get what they can from the education system and they get the rest of what they need from somewhere else. Where that is will be up to you.

It will probably be a combination of strategies that will help you find success. Remember that this is a marathon. Make your connection with your child the priority above everything thing else that goes into parenting and you will have a solid foundation for success.

Related Questions

Why is it important for parents to be involved in their child’s education.

Parents who are involved in their child’s education are more likely to have kids who develop socially, academically, and behaviorally in a healthy way. Children with involved parents benefit from lower drop-out rates, higher grades, better social skills and greater engagement in all that schools have to offer. As a result, they are more likely to enroll in and complete college, setting them up for their career of choice.

How Do I Help My Child Find Their Passion?

Make sure you are frequently introducing them to new things. When something sticks, write it down. Continue this process, noting their interests along the way. As you compile a list of their interests you can work with your child to decide which ones they will pursue. Give them the freedom and support they need to explore each one. For the most part it should be driven by the child’s desire, but remember every kid needs a nudge once in a while.

9.Speech Writing : Role of Parents in Children’s Education

  Suppose you are Prema Rangacharva. You have been asked by your teacher to write a speech on the topic -Role of Parents in Children’s Education”. Taking help from the above input write your speech is not more than 100-150 words.

Ans.                                                      Role of Parents in Children’s Education                  

Respected Principal. Worthy teachers and my dear friends,

Today I am going to express my views on the topic ‘Role of Parents in Children’s Education.’ “I want my child’s education to be holistic.”

“I don’t like cramming and loads of homework.”

“I want my child to grow in a stress-free environment.”

 “The curriculum must stimulate reasoning and analytical skills.”

At the beginning of every academic year, this is what you hear parents say. Newspapers and magazines highlight the stress and strain students undergo during examinations. Good as it may seem, this generates false hope parents have woken up to view education from a different dimension. It makes educators believe that they do not want to support a system that evaluates a child’s potential through marks and grades.

But unfortunately, parents suddenly realize the importance of exams, results, percentages, and college admissions and begin to rethink and re-evaluate their personal convictions. Then they say, “I must prepare my child to enter this competitive world.” Instead, they run from pillar to post, collecting question papers and application forms for all competitive exams: they load the child to fulfil their dreams. Children are not perceived as individuals. Schools become factories churning out prize commodities. As long as parents fail to consider their children as growing individuals with aspirations and talents. Institutions will continue to capitalize on mass production. No doubt education is a necessity, but what do you grant your child to be?

It is the duty of educationists and the governing bodies to give a new meaning, a new direction and strike a new path towards a meaningful education. This is the foundation rot a generation of sensitive and cultured human beings.

Download the above Speech in PDF

Related Posts

What is the Role of Parents in a Child’s Education?

The role of parents in a child’s education is vital. They are the first and most important teachers in a child’s life, and they play a crucial role in shaping their future. Parents play an important role in supporting their child’s learning and development.

When parents are actively involved in their child’s education, it can make a big difference in their academic achievement, social development, and overall well-being.

What are the Parental Roles in Education?

It is also your responsibility to provide for their physical and material needs such as food, shelter, and clothing. Additionally, you should instill values and morals to help them make good decisions as they grow older.

Your role involves being a teacher, a friend, a disciplinarian, and most importantly, a role model. By fulfilling your responsibilities as a parent, you’ll be able to raise happy and well-rounded children who will become successful adults.

Parents’ Involvement in Child Education.

Parents’ involvement in their child’s education is essential for their academic and personal growth. When parents take an active interest in their child’s education, it can positively impact the child’s academic performance, attitude toward learning, and overall success.

How do parents support their children in education? There are many ways parents can support and be involved, such as attending parent-teacher conferences, helping with homework, volunteering at school events, and encouraging good study habits.

Additionally, parents can create a supportive home environment by setting aside designated study time, providing necessary resources like books and technology, and showing interest in their child’s progress.

When parents are involved in their child’s education, it helps to create a sense of partnership between the school and the family. This can lead to better communication and collaboration between parents and teachers, ultimately benefiting the child’s learning experience.

Parents Should Have an Active Role in Their Child’s Education.

As a parent, you play an important role in your child’s education. You can help your child succeed in school by taking an active role in their learning. Here are some ways you can be involved in your child’s education: 1. Help them with their homework. Homework is a great way for children to learn and review what they’ve learned in class. As a parent, you can help your child by providing guidance and support when they need it. 2. Attend school events. School events are a great way to stay involved in your child’s education and show them that you care about their schooling. Try to attend as many events as you can, such as open houses, parent-teacher conferences, and extracurricular activities. 3. Communicate with the teacher. Keeping open communication with your child’s teacher is crucial for their success in school. If you have any concerns or questions, don’t hesitate to reach out to the teacher so that you can address them together. 4. Encourage learning at home. Learning doesn’t just happen at school – it happens at home too! You can encourage learning at home by setting up a designated space for homework, reading books together, and talking about what they learned during the day. 5 . Be positive about school. It’s important that you instill a love of learning in your child from an early age. If you have a negative attitude towards schooling, it will rub off on them and make them less likely to enjoy going to school each day.

The Role of Parents in Their Child’s Education in the New Normal

As we all know, the COVID-19 pandemic has changed the way we live and work. It has also had a profound impact on education. With schools closed and students learning remotely, parents have had to step in and take on a more active role in their child’s education. While this can be challenging, it also presents an opportunity for parents to deepen their involvement in their child’s schooling and help them navigate this difficult time. Here are some ways you can support your child’s education during the pandemic:

Role of Parents And Teachers in Child’s Education

There is no denying that parents play a pivotal role in their child’s education. From the moment they are born, children are learning and grow at an astonishing rate. It is up to parents and caregivers to provide them with the love, support, and guidance they need to reach their full potential. While parents are certainly the child’s first and most important teachers, there is no doubt that teachers also play a vital role in shaping young minds. A good teacher can make all the difference in a child’s academic success. They can inspire students to reach new heights and instill in them a lifelong love of learning. The reality is that both parents and teachers have an essential part to play in a child’s education. Working together, they can create a positive and enriching learning environment that will help children thrive both academically and socially.

How Does Parental Involvement Influence a Child’s Behavior

It is no secret that children learn best when their parents are involved in their education. Numerous studies have shown that parental involvement has a positive impact on a child’s behavior both in and out of school. But just how does parental involvement influence a child’s behavior? There are many ways that parents can be involved in their child’s education. They can help with homework, attend school functions, volunteer in the classroom, and be active members of the PTA or other school organizations. All of these activities send a message to your child that you value their education and are invested in their success. When children see that their parents are involved in their schooling, they understand that it is important to them. This encourages them to do well in school and behave properly both inside and outside of the classroom.

Parental involvement also creates a support system for children both at home and at school. When parents are involved, teachers can reach out to them with concerns or updates about their child’s progress. This communication helps ensure that problems are caught early and addressed quickly.

Moreover, it lets parents know when their child is doing well so they can praise them for a job well done. Children whose parents are involved in their schooling tend to have better grades and test scores than those whose parents are not as involved. They also tend to exhibit better social skills and experience fewer behavioral problems both inside and outside of school. If you want your child to succeed academically and socially, make sure you stay involved in their education!

Role of Parents in Their Child’s Education in the New Normal

There is no one answer to this question as every family is different and every child’s needs are unique in terms of the role of parents in a child’s education. However, there are some general guidelines that can help parents support their child’s education. First, create a positive learning environment at home by making sure there are plenty of books, toys, and other materials to explore. Second, parents should try to be involved in their child’s schooling as much as possible. Finally, it is crucial to encourage and praise your child’s efforts and successes—this will help them stay motivated and confident in their abilities. Ultimately, the role of parents in a child’s education is to provide love, support, and guidance throughout their educational journey.

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Parental Involvement in Your Child’s Education

The key to student success, research shows.

If you could wave a mag­ic wand that would improve the chances of school suc­cess for your chil­dren as well as their class­mates, would you take up that challenge?

For decades, researchers have point­ed to one key suc­cess fac­tor that tran­scends near­ly all oth­ers, such as socioe­co­nom­ic sta­tus, stu­dent back­ground or the kind of school a stu­dent attends: parental involve­ment.

The extent to which schools nur­ture pos­i­tive rela­tion­ships with fam­i­lies — and vice ver­sa — makes all the dif­fer­ence, research shows. Stu­dents whose par­ents stay involved in school have bet­ter atten­dance and behav­ior, get bet­ter grades, demon­strate bet­ter social skills and adapt bet­ter to school.

Parental involve­ment also more secure­ly sets these stu­dents up to devel­op a  life­long love of learn­ing , which researchers say is key to long-term success.

A gen­er­a­tion ago, the Nation­al PTA found that three key par­ent behav­iors are the most accu­rate pre­dic­tors of stu­dent achieve­ment, tran­scend­ing both fam­i­ly income and social status:

• cre­at­ing a home envi­ron­ment that encour­ages learning;
• com­mu­ni­cat­ing high, yet rea­son­able, expec­ta­tions for achieve­ment; and 
• stay­ing involved in a child’s edu­ca­tion at school.

What’s more, researchers say when this hap­pens, the moti­va­tion, behav­ior and aca­d­e­m­ic per­for­mance of all chil­dren at a par­tic­u­lar school improve. Sim­ply put, the bet­ter the part­ner­ship between school and home, the bet­ter the school and the high­er the stu­dent achieve­ment across the board.

Down­load Our Parental Involve­ment in Edu­ca­tion Report

What Is Parental Involve­ment, and How Is It Dif­fer­ent From Parental Engagement?

Parental involve­ment is the active, ongo­ing par­tic­i­pa­tion of a par­ent or pri­ma­ry care­giv­er in the edu­ca­tion of a child. Par­ents can demon­strate involve­ment at home by:

• read­ing with children;
• help­ing with homework;
• dis­cussing school events;
• attend­ing school func­tions, includ­ing par­ent-teacher meet­ings; and
• vol­un­teer­ing in classrooms.

While both parental involve­ment and parental engage­ment in school sup­port stu­dent suc­cess, they have impor­tant differences.

Involve­ment is the first step towards engage­ment. It includes par­tic­i­pa­tion in school events or activ­i­ties, with teach­ers pro­vid­ing learn­ing resources and infor­ma­tion about their student’s grades. With involve­ment, teach­ers hold the pri­ma­ry respon­si­bil­i­ty to set edu­ca­tion­al goals. 

But while teach­ers can offer advice, fam­i­lies and care­givers have impor­tant infor­ma­tion about their chil­dren that teach­ers may not know. So a student’s learn­ing expe­ri­ence is enriched when both bring their per­spec­tives to the table. 

With engage­ment , home and school come togeth­er as a team. Schools empow­er par­ents and care­givers by pro­vid­ing them with ways to active­ly par­tic­i­pate, pro­mot­ing them as impor­tant voic­es in the school and remov­ing bar­ri­ers to engage­ment. Exam­ples include encour­ag­ing fam­i­lies to join the fam­i­ly-teacher asso­ci­a­tion or arrang­ing vir­tu­al fam­i­ly-teacher meet­ings for fam­i­lies with trans­porta­tion issues. 

Research has found that the ear­li­er edu­ca­tors estab­lish fam­i­ly engage­ment, the more effec­tive they are in rais­ing stu­dent performance.

Why Is It Impor­tant to Involve Par­ents in School?

It ben­e­fits students.

Chil­dren whose fam­i­lies are engaged in their edu­ca­tion are more like­ly to: 

• earn high­er grades and score high­er on tests;
• grad­u­ate from high school and college;
• devel­op self-con­fi­dence and moti­va­tion in the class­room; and
• have bet­ter social skills and class­room behavior.

In one study, researchers looked at lon­gi­tu­di­nal data on math achieve­ment and found that effec­tive­ly encour­ag­ing fam­i­lies to sup­port stu­dents’ math learn­ing at home was asso­ci­at­ed with high­er per­cent­ages of stu­dents who scored at or above pro­fi­cien­cy on stan­dard­ized math achieve­ment tests.

Stu­dents whose par­ents are involved in school are also less like­ly to suf­fer from low self-esteem or devel­op behav­ioral issues, researchers say. 

And class­rooms with engaged fam­i­lies per­form bet­ter as a whole, mean­ing that the ben­e­fits affect vir­tu­al­ly all stu­dents in a classroom.

It Pos­i­tive­ly Influ­ences Children’s Behavior

Decades of research have made one thing clear: parental involve­ment in edu­ca­tion improves stu­dent atten­dance, social skills and behav­ior. It also helps chil­dren adapt bet­ter to school.

In one instance, researchers look­ing at children’s aca­d­e­m­ic and social devel­op­ment across first, third and fifth grade found that improve­ments in parental involve­ment are asso­ci­at­ed with few­er ​ “ prob­lem behav­iors” in stu­dents and improve­ments in social skills. Researchers also found that chil­dren with high­ly involved par­ents had ​ “ enhanced social func­tion­ing” and few­er behav­ior problems.

It Ben­e­fits Teachers

Because it improves class­room cul­ture and con­di­tions, par­ent involve­ment also ben­e­fits teach­ers. Know­ing more about a stu­dent helps teach­ers pre­pare bet­ter and know­ing that they have par­ents’ sup­port ensures that teach­ers feel equipped to take aca­d­e­m­ic risks and push for stu­dents to learn more. 

How Can Par­ents Get Involved in Their Child’s Education?

• Make learn­ing a pri­or­i­ty in your home, estab­lish­ing rou­tines and sched­ules that enable chil­dren to com­plete home­work, read inde­pen­dent­ly, get enough sleep and have oppor­tu­ni­ties to get help from you. Talk about what’s going on in school. 
• Read to and with your chil­dren: Even 10 – 20  min­utes dai­ly makes a dif­fer­ence. And par­ents can go fur­ther by ensur­ing that they read more each day as well, either as a fam­i­ly or pri­vate read­ing time that sets a good example.
• Ask teach­ers how they would like to com­mu­ni­cate. Many are com­fort­able with text mes­sages or phone calls, and all teach­ers want par­ents to stay up to date, espe­cial­ly if prob­lems arise.
• Attend school events, includ­ing par­ent-teacher con­fer­ences, back-to-school nights and oth­ers — even if your child is not involved in extracur­ric­u­lar activities. 
• Use your com­mute to con­nect with your kids; ask them to read to you while you dri­ve and encour­age con­ver­sa­tions about school. 
• Eat meals togeth­er: It’s the per­fect oppor­tu­ni­ty to find out more about what’s going on in school.
• Pri­or­i­tize com­mu­ni­ca­tion with teach­ers, espe­cial­ly if demand­ing work sched­ules, cul­tur­al or lan­guage bar­ri­ers are an issue. Find out what resources are avail­able to help get par­ents involved. 

Parental Involve­ment Out­side the Classroom

Out­side of the class­room, engaged par­ents more often see them­selves as advo­cates for their child’s school — and are more like­ly to vol­un­teer or take an active role in governance. 

Researchers have not­ed that par­ent involve­ment in school gov­er­nance, for instance, helps par­ents under­stand edu­ca­tors’ and oth­er par­ents’ moti­va­tions, atti­tudes and abil­i­ties. It gives them a greater oppor­tu­ni­ty to serve as resources for their chil­dren, often increas­ing their own skills and con­fi­dence. In a few cas­es, these par­ents actu­al­ly fur­ther their own edu­ca­tion and upgrade their job.

While pro­vid­ing improved role mod­els for their chil­dren, these par­ents also ensure that the larg­er com­mu­ni­ty views the school pos­i­tive­ly and sup­ports it. They also pro­vide role mod­els for future par­ent leaders.

Read­ing and Homework

Very ear­ly in their school career — by fourth grade — chil­dren are expect­ed to be able to read to learn oth­er sub­jects. But recent research shows that about two-thirds of the nation’s pub­lic school fourth graders aren’t pro­fi­cient read­ers .

To make chil­dren suc­cess­ful in read­ing , and in school more gen­er­al­ly, the sin­gle most impor­tant thing you can do is to read aloud with them.

Youth Sports and Oth­er Extracur­ric­u­lar Activities

Par­ents can make or break their child’s rela­tion­ship with sports and oth­er extracur­ric­u­lar activ­i­ties, so they should think deeply about how to show chil­dren the fun of mas­ter­ing a new skill, work­ing toward a group or indi­vid­ual goal, weath­er­ing adver­si­ty, being a good sport and win­ning or los­ing gracefully.

Beyond this, par­ents with coach­ing skills should con­sid­er vol­un­teer­ing to get involved. The Nation­al Alliance for Youth Sports notes that only about 5 % to 10 % of youth sports coach­es have received any rel­e­vant train­ing before coach­ing, with most coach­es step­ping up because their child is on the team and no one else volunteered.

Parental Involve­ment in Juve­nile Justice

Par­ents find­ing them­selves involved in the juve­nile jus­tice sys­tem on behalf of their kids face a sys­tem that offers many chal­lenges and few resources. 

The Annie E. Casey Foundation’s Juve­nile Deten­tion Alter­na­tives Ini­tia­tive has long sought to sharply reduce reliance on deten­tion, with the aim of decreas­ing reliance on juve­nile incar­cer­a­tion nationwide.

But par­ents whose chil­dren face the judi­cial sys­tem can make a dif­fer­ence. Sur­veys of cor­rec­tions offi­cials note that fam­i­ly involve­ment is one of the most impor­tant issues fac­ing the juve­nile sys­tem, and it is also the most oper­a­tional­ly challenging. 

One well-respect­ed frame­work out­lines the impor­tance of five ​ “ dimen­sions” that mea­sure parental involve­ment, includ­ing recep­tiv­i­ty to receiv­ing help, a belief in pos­i­tive change, invest­ment in plan­ning and obtain­ing ser­vices and a good work­ing rela­tion­ship between the par­ent and the jus­tice system.

What Suc­cess­ful Parental Involve­ment Looks Like

Experts urge par­ents to be present at school as much as pos­si­ble and to show inter­est in children’s schoolwork.

As not­ed in the Annie E. Casey Foun­da­tion ​ “ Parental Involve­ment in Edu­ca­tion Pol­i­cy” brief, the Nation­al PTA lists six key stan­dards for good parent/​family involve­ment programs:

• Schools engage in reg­u­lar, two-way, mean­ing­ful com­mu­ni­ca­tion with parents.
• Par­ent­ing skills are pro­mot­ed and supported. 
• Par­ents play an inte­gral role in assist­ing stu­dent learning.
• Par­ents are wel­come in the school as vol­un­teers, and their sup­port and assis­tance are sought. 
• Par­ents are full part­ners in the deci­sions that affect chil­dren and families. 
• Com­mu­ni­ty resources are used to strength­en schools, fam­i­lies and stu­dent learning.

How To Avoid Neg­a­tive Parental Involvement

Teach­ers may, on occa­sion, com­plain of ​ “ heli­copter par­ents” whose involve­ment — some­times called ​ “ hov­er­ing” — does more harm than good. One vet­er­an edu­ca­tor recent­ly told the sto­ry of an award-win­ning col­league who quit the pro­fes­sion because of the grow­ing influ­ence of ​ “ a group of usu­al­ly well-inten­tioned, but over-involved, over­pro­tec­tive and con­trol­ling par­ents who bub­ble-wrap their children.” 

What these par­ents fail to under­stand, he said, is that their good inten­tions ​ “ often back­fire,” imped­ing their children’s cop­ing skills and capac­i­ty to prob­lem-solve. Such over-involve­ment can actu­al­ly increase children’s anx­i­ety and reduce self-esteem. 

The colleague’s plea: ​ “ Please part­ner with us rather than per­se­cute us. That will always be in your children’s best interests.”

Resources for Par­ents, Teach­ers, School Admin­is­tra­tors and Advocates

• Child Trends Fam­i­lies and Par­ent­ing Research
• Har­vard Grad­u­ate School of Edu­ca­tion’s Usable Knowl­edge series
• Par­ent Insti­tute for Qual­i­ty Education
• The Nation­al Par­ent Teacher Association
• Johns Hop­kins Uni­ver­si­ty Nation­al Net­work of Part­ner­ship Schools
• The Casey Foun­da­tion Parental Involve­ment in Edu­ca­tion pol­i­cy brief
• The Casey Foun­da­tion’s Fam­i­lies as Pri­ma­ry Part­ners in Their Child’s Devel­op­ment and School Readiness

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The role of parents’ in helping children to develop language

Bob Reitemeier, Chief Executive of I CAN, focuses on the crucial role of parents’ in helping children to develop language

Over the summer holidays, the demographics of the train on my journey into work changes. There are many more families out on day trips– so instead of newspapers, laptops and relative silence, there are comics, tablets and the wonderful sound of children’s voices. Working in the field of children’s communication development, I know that parents’ role in helping children to develop language is key, so I’m always interested to see how much parents talk with their children.

Given the amount of time children spend at home compared to a nursery or at school, it’s probably not surprising that parents are so important in their children’s language development. But studies have shown that the way in which parents speak with their children can predict how proficient they become as a communicator. It also impacts on how well they do at school. One large-scale project which followed up children from pre-school into school found that what parents and carers do makes a real difference to children’s development; activities such as reading to children, teaching songs, taking them on visits and creating regular opportunities to play with friends at home were linked to improved learning.

On my journey into work during August, I see this first-hand. Where families are in open conversation with their children, pointing things out, asking and answering questions their children are fully engaged and often exploring new words. It is a pleasure to sit and observe.

Many of you reading this may be thinking – that’s obvious, isn’t it? Well, you’d think so, but it often isn’t the case. In 2018, I CAN the children’s communication charity, with the Royal College of Speech and Language Therapists produced a report, Bercow: Ten Years On .

This reported on the findings of a review of provision for children and young people with speech, language and communication needs (SLCN). One of the key findings was lack of public awareness of the importance of children’s communication and language. In a survey carried out as part of the review, 77% of parents who were worried about their child’s speech and language difficulties felt that the information they needed was either not available or difficult to find and in a further survey, nearly half of parents did not know what to expect their child to be saying at age two.

It’s now a well-known fact that many children don’t develop the language skills they need to start school. In a survey of school leaders about school readiness, children’s poor speech and language was the biggest concern with 97% of respondents identifying this as a problem and 47% saying it was the most significant. In fact, robust studies show that in some areas of the UK around 50% of children start school with delayed language. That’s a significant number: half the children in some classrooms finding it hard to sit and listen, with only a handful of words, unable to string a sentence together.

There is now more and more known about how important children’s language is at age five. It’s the single most important factor in their reading at age 11 and can predict exam results at school leaving age. Children need good language skills to learn, so having poor language puts children on the backfoot right from the start.

But there is some good news.

The fact that parents play an important role in young children’s language development has not gone unnoticed. In the summer of 2018, Damian Hinds – then the Secretary of State for Education, announced that the number of children starting school with poor communication was unacceptable. He made it his ambition to half that number over the next ten years and the Department for Education launched a campaign to help change the home learning environment , with an accompanying website for parents, called Hungry Little Minds.

National campaigns such as the National Literacy Trust’s Small Talk, the BBC’s Tiny Happy People or Hungry Little Minds are providing much-needed information to parents and carers. Locally, there are many examples of excellent information and resources, for example in Nottinghamshire , Warwickshire , Stoke or Worcestershire.

Often different parents want information in different formats so at I CAN, we are exploring a range of ways to support parents in communities across England. We are leading a Department for Education funded project called Change the Conversation about Language which combines workshops with parents, a network of parent champions and an accessible App so that families have a choice of how they get the information they need and want. Our Talking Point website is a one-stop-shop of really practical information with an online tool for parents to monitor the progression of their child’s early talking, listening and understanding. For parents wanting to speak with someone more directly, our free enquiry line provides the opportunity to speak with an experienced speech and language therapist.

It is often said that being a parent is the toughest job in the world. For first-time parents, one of the reasons it is so tough, especially in the very early days, is the enormous sense of responsibility that comes with the birth of a child. It can also be the best job in the world and one way to make it so, is by helping parents understand how they can positively influence their child’s development. Encouraging language, starting as early as when the child is in the womb, is one very important element of human development, so let’s work together to spread the word – literally!

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Thanks for your comment. This is the author – https://www.openaccessgovernment.org/contributor_profile/bob-reitemeier-i-can/

Nice article I am a Chinese and French Teacher based in Abuja, Nigeria with over 4 years of teaching experience. I love Chinese language and culture and willing to pass the knowledge to others if given the opportunity.

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Role of Parents in Education of Their Children

We often mistake education to be within the confinement of bricks and mortar classrooms, with a teacher imparting knowledge of trigonometry and Shakespeare with content written on a green board with white chalk, at the age of 15.

What we overlook is that education starts at home, from the moment children open their eyes and start observing the world around them. For instance, a mother interacting with her newborn baby, using lots of colors and various sounds helps in developing its cognitive abilities, and reactions. Another example of educating children is openly talking to them, and making them feel heard and understood.

Experiencing early learning and care directly from the parents, helps children to develop their social and emotional lobes, in the brain. It makes them gain mental stability and career success later on in life. A correctly stimulated and engaged child is most likely to perform and do well career-wise.

In short, the key role of parents in their child’s formative years is to leave a positive and lasting impression, along with valuable life skills and lessons that contribute to the child’s development, and decisions as an adult. Parents need to take interest in the child’s day-to-day and incentivize them to do better at school.

The most commonly asked question by new parents is about in what ways do they play a role in their child’s education and development. Don’t fret, Mindler is here to the rescue!

The Role of Parents in a Child’s Education

1. playing a role model.

Family is a quintessential part of a child’s education. Providing a happy and positive growing environment has proven to be extremely beneficial in bettering the child’s mindset and cognitive mind. It is one of the primary roles of parents to ensure that a happy learning environment is provided to a growing child.

Studies show that children often choose their role models based on the kind of behaviour of the guardians that are portrayed in front of them.

Growing up, parents are the window to their child’s world and its first teachers. The child often sees its parents as role models or “superheroes”, and wishes to become exactly like them upon growing up.

Being role models for your child, you can teach them all things important about life, such as the importance of education, curious learning, and making efforts. If your child looks up to you, it will be easier for you to impart knowledge and values to them, and help them be better learners.

Parents can encourage and inspire their children to learn and observe the world from life inside and outside the boundaries of the school.

2. Be Involved in the Child’s Activities

A role of parents in their child’s education is to participate in their children’s activities to give them the feeling that they are being supported. This makes them feel more confident about themselves.

Active participation of the parents also improves the parent-child bonding and builds trust and friendship between the two. Activities like reading, playing games, solving puzzles, are best to improve the child’s learning, problem-solving skills and improve bonding. Helping your child with homework, virtual learning, and preparing for tests is also a great way to bond with them.

We have 8 tips for parents to help kids improve virtual learning that will help you bond with your child better.

This helps children open up and talk about themselves, thus improving their social skills and interpersonal communication which is useful at school, and during adulthood as well.

3. Constructive Criticism

Oftentimes, the parents avoid pointing out to their children, what they are doing wrong because it is believed that children tend to distance themselves from their parents if they feel that they are being criticized.

That may be true because criticism makes children (and adults) feel like they are being cornered and thus end up feeling alone. The key to healthy criticism is to make the person feel confident, notwithstanding the mistake and aiding them to fix the error without feeling “left out”, or as if they have failed.

Some friendly constructive criticism never hurt anyone. The role of parents in this situation is to sit down with them and work the problem out together, rather than telling the children what they are doing wrong and leaving them to correct their mistakes.

This will help the kids feel more confident and will develop a good problem-solving aptitude for the future.

4. Freedom to Choose

From the moment the child is born, parents start working and worrying about its career trajectory and life goals. Many times we see parents determining the child’s profession at the age of 2, and pushing it to work towards the occupation the moment they finish primary school. This adversely affects the child’s learning, making him biased towards a subject, and developing an aversion towards studies, marring his complete education and affecting his education in the end.

That said, another important role of parents in a child’s education is to unburden their children of all career expectations at such an early age and give them the freedom to choose a field they have an interest in. This way they will take an interest in their overall education while working extra hard in the subject they enjoy.

Additionally, setting them free of all assumptions, and future projections and letting them flow with their calibre and passion will make them trust you more, become their confidant, and improve the bonding.

Furthermore, if there is no bonding and communication between your child and yourself, how will you understand your child’s career aspirations ?

5. Celebrate Your Child’s Success

We as adults may have experienced many happy occasions in our lives, but our children haven’t. To them scoring well in-class tests, making new friends, or being nominated as prefect will be a big deal. Let’s not forget that all this is a part of the children’s education, and any accomplishment however small is a sign of growth.

Celebrating your children’s achievements and rewarding them is an important role of parents in their child’s education. It motivates them to do better and improves their ability to retain knowledge and learn better.

As parents, we need to understand what’s good for our children and what is not, from the moment they are born. From healthcare and holidays to education we strive to give the best to our children.

However, on a mission to guide our child towards a successful life while dutifully playing the role of parents, we often tend to overlook some important aspects in our child’s education, that is way more important than our idea of a successful life.

Mindler is an ed-tech firm that offers online and offline career counselling services to students starting middle school, to higher education, through personalized field assessment and in-depth analysis.

Renowned as India’s best career guidance firm, it is solely dedicated to helping students in choosing well-suited careers through a plethora of well-researched career choices across various streams.

Confused about your child’s career trajectory? Take Mindler’s Career Counseling Online and help us help your child climb the career ladder today!

Shagun Wahi

Shagun Wahi effectively manages Mindler's ICCC and Partnership & Alliances verticals. A psychologist by education, having Masters and Bachelors degrees in Applied Psychology from the renowned Jamia Millia Islamia and the University of Delhi. She is a fantastic fit for the job due to her broad expertise in the clinical and corporate domains. With over 5 years of experience as a French-language trainer, she passionately believes in experiential learning and making an impact. She is a touch zany and diverse in her tastes, which is reflected in her exploration of music, new books, and recipes.

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Parents’ Role in Fostering Young Children’s Learning and Language Development

Catherine S. Tamis-LeMonda, PhD, Eileen T. Rodriguez, PhD New York University, USA November 2009 , Rev. ed.

Introduction

During the first years of life, children undergo major developmental changes across a range of domains. In particular, the entry into “formal language” is one of the most heralded achievements of early development. Language enables children to share meanings with others, and to participate in cultural learning in unprecedented ways. Moreover, language is foundational to children’s school readiness and achievement. For these reasons, a vast body of research has been dedicated to understanding the social-contextual factors that support children’s early language and learning. This work is also central to practitioners, educators and policy makers who seek to promote positive developmental outcomes in young children.

Developmental scholars have long been interested in documenting the social experiences that help explain within- and between-group variation in children’s early language and learning. 1,2 This work is anchored in the writings of scholars such as Bruner 3,4 and Vygotsky, 5 who posited that learning occurs in a socio-cultural context in which adults and primary caregivers support or “scaffold” young children to higher levels of thinking and acting. According to this view, children who experience sensitive, cognitively stimulating home environments early in development are at an advantage in the learning process.

Research into the factors that promote positive language growth and learning in young children is central to addressing achievement gaps that exist in children from different ethnic, language, racial, and socioeconomic backgrounds. Children enter school with different levels of skill, and these initial differences often affect children’s subsequent language growth, cognitive development, literacy and academic achievement. 6,7,8 Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school. 9,10,11

These delays are particularly evident in children living in poverty. Children from low-income households lag behind their peers in language skills from early on, 2,12 and have been shown to develop vocabularies at slower rates than their peers from more economically advantaged households. 7 Smaller receptive and productive vocabularies, in turn, predict children’s later reading and spelling difficulties in school. 8,13  

Research Context

The demographic profiles of minority and immigrant populations in the U.S. and Canada have changed dramatically over the past decade  ̶  a shift that has generated research on the widespread disparities that exist in children’s school readiness across ethnic, racial and socioeconomic lines. 14,15,16,17,18 Because group disparities in learning exist prior to kindergarten, researchers and practitioners alike seek to understand the role of children’s early home environment in the learning process. 19,20,21,22,23

Research Questions

Inquiry into the role of the home environment on young children’s language and learning can be classified under two broad questions:

• Which aspects of parenting matter for children’s early language and learning, and why?
• What factors enable parents to provide a supportive environment to their young children?

Recent Research Results

Which aspects of parenting matter, and why?

Three aspects of parenting have been highlighted as central to children’s early language and learning: (1) the frequency of children’s participation in routine learning activities (e.g., shared bookreading, storytelling); (2) the quality of caregiver-child engagements (e.g., parents’ cognitive stimulation and sensitivity/responsiveness); and (3) the provision of age-appropriate learning materials (e.g., books and toys). 24

Early and consistent participation in routine learning activities , such as shared book reading, storytelling, and teaching about the letters of the alphabet, provide children with a critical foundation for early learning, language growth and emergent literacy. 25,26,27,28  Routine activities provide young children with a familiar structure for interpreting others’ behaviors and language, anticipating the temporal sequencing of events, and drawing inferences from new experiences. 29,30 Moreover, engagement in learning activities expands children’s vocabularies and conceptual knowledge. 31 In particular, shared bookreading, as well as the sharing of oral stories, facilitate young children’s vocabulary growth, phonemic skills, print concept knowledge, and positive attitudes toward literacy. 25,27,32,33,34,35

A plethora of studies also indicate that the quality of parent-caregiver interactions plays a formative role in children’s early language and learning. In fact, the amount and style of language that parents use when conversing with their children is one of the strongest predictors of children’s early language. Children benefit from exposure to adult speech that is varied and rich in information about objects and events in the environment. 7,36,37  Additionally, parents who contingently respond to their young children’s verbal and exploratory initiatives (through verbal descriptions and questions) tend to have children with more advanced receptive and productive language, phonological awareness, and story comprehension skills. 38,39,40,41

Finally, the provision of learning materials (e.g., books, toys that facilitate learning) has been shown to support young children’s language growth and learning. 42,43,44 Learning materials provide opportunities for caregiver-child exchanges about specific objects and actions, such as when a parent and child pretend to cook a meal. In such instances, materials serve as a vehicle for communicative exchanges around a shared topic of conversation. Specifically, exposure to toys that enable symbolic play and support the development of fine motor skills has been shown to relate to children’s early receptive language skills, intrinsic motivation and positive approaches to learning. 45,46 In addition, children’s familiarity with storybooks has been linked to their receptive and expressive vocabularies and early reading abilities. 26,27

What factors predict positive parenting?

Researchers agree that parenting is multiply determined by characteristics of both parents and children. In terms of parent characteristics, parent age, education, income, and race/ethnicity (to name a few) have all been shown to relate to the three aspects of parenting discussed above. For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex. 47,48 Mothers with fewer years of education read to their children less frequently 25,49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children. 2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social-emotional difficulties. 52,53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish-speaking Hispanic families have fewer children’s books available in the home as compared to their non-Hispanic counterparts. 25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social demographic risks.

Child characteristics, such as gender and birth order (as two of many examples), have also been linked to early measures of language and learning. For example, girls tend to have a slight advantage over boys in the early stages of vocabulary development, 55,56,57 and studies have documented that families spend substantially more time in literacy-related activities with girls than with boys. 58 Firstborn children have slightly larger vocabularies on average than their later-born peers. 59 Further, mothers differ in their language, engagement and responsiveness toward their first- and laterborn children, with input favoring firstborns. 60

Research Gaps

In light of evidence that children from low-income and minority backgrounds are more likely to exhibit delays in language and learning at school entry, additional work is needed to understand why these differences exist, and how to best support parents in their provision of positive home environments for their children. Future research should investigate the ways in which multiple aspects of the home learning environment jointly contribute to developmental outcomes in children. Moreover, studies on “school readiness” should begin at the earliest stages of infancy, as this is the period when foundational language and knowledge develops. In this regard, research on the language development and school readiness of children from language minority households should focus on how in- and out-of-home language experiences jointly contribute to children’s proficiency in both English and their native language. Finally, most research on the social context of children’s language and learning is focused on children’s interactions with mothers. Given the rich social networks that comprise infants’ and toddlers’ environments, future studies should examine the literacy opportunities offered by multiple members of young children’s social worlds, including fathers, siblings, extended family members, and childcare providers.

Conclusions

There exists irrefutable evidence for the importance of children’s early language and learning for later school readiness, engagement and performance. Children’s experiences at home are critical to early language growth and learning. In particular, three aspects of the home literacy environment promote children’s learning and language: learning activities (e.g., daily book reading), parenting quality (e.g., responsiveness), and learning materials (e.g., age-appropriate toys and books). Additionally, parents with more resources (e.g., education, income) are better able to provide positive learning experiences for their young children. Finally, children also play a key role in their own learning experiences, as exemplified by links between child characteristics and parenting behaviors. Children affect parents just as parents affect children; it is therefore critical to acknowledge the transactional nature of children’s early language and learning experiences. 61

Implications

Research on children’s early learning environments is relevant to policy makers, educators, and practitioners who seek to promote the positive language development and learning of young children. Intervention and preventive efforts should target multiple aspects of children’s early language and learning environments, including supporting parents in their provision of literacy-promoting activities, sensitive and responsive engagements, and age-appropriate materials that facilitate learning. Moreover, these efforts should begin early in development, as children are likely to benefit most from supportive home environments during the formative years of rapid language growth and learning. 22,62,63 Finally, interventions with parents that aim to support children’s learning should attend to the cultural context of early development when working with parents from different backgrounds, and also consider the broader social context of parenting by attending to the barriers created by poverty and low parental education.

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This paper was financed by the Canadian Council on Learning - Early Childhood Learning Knowledge Centre

How to cite this article:

Tamis-LeMonda CS, Rodriguez ET. Parents’ Role in Fostering Young Children’s Learning and Language Development. In: Tremblay RE, Boivin M, Peters RDeV, eds. Rvachew S, topic ed. Encyclopedia on Early Childhood Development [online].  https://www.child-encyclopedia.com/language-development-and-literacy/according-experts/parents-role-fostering-young-childrens-learning . Updated: November 2009. Accessed July 20, 2024.

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Parental support to learning

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. A related brief looks at issues of school and learning readiness.   Parents (or caregivers) are the first educators of their children. The support they provide affects children’s development, learning, and subsequent educational outcomes. This includes direct support to learning before and during formal education, as well as indirect facilitating of factors such as nutrition, health, and hygiene. 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). 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.

What we know

A 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). 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. 

Findings 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. 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. Moreover, teachers may pay more attention to students if they know that their parents are more involved (OECD, 2012: 13). 

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). Promoting higher levels of parental involvement may help to reduce performance differences across socioeconomic groups (Borgonovi and Montt, 2012). 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). 

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). 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).

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). 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). Family policies can also be used as entry points for promoting school attendance and learning at all stages of childhood, but these need strengthening to have an impact on promoting equitable learning outcomes. (Richardson et al., 2020).

Challenges and limitations

Evidence on the impact of parental involvement on children’s learning outcomes in developing countries is minimal. Most research has been conducted in urban settings in Western countries where supportive structures often exist to facilitate parental participation (Marphatia et al., 2010; Carter, 2017). Measures of parental involvement used in studies in developing countries are based on scales that have been established in the context of developed countries, where parental involvement may be different (Chowa et al., 2013).

Not all forms of involvement have the same impact on learning. According to Cao et al. (2014), the evidence from experimental and quasi-experimental studies on this issue is mixed, depending on the type of parental involvement and type of outcome considered. Some argue that supervision and control of homework and parental attendance at school activities are not necessarily related to children’s academic achievements (Castro et al., 2015). Others indicate that school-based parental involvement is only modestly associated with student outcomes, at least when compared to ‘at-home good parenting’ (Desforges and Abouchaar, 2003). In Ghana, home-based parental involvement was found to be associated positively with academic performance, while school-based parental involvement had a negative association (Chowa et al., 2013). 

Evidence on the causal impact of parental involvement on academic achievement is scarce. Most studies that document a strong correlation between parental involvement and education outcomes are descriptive but cannot show causality (Marphatia et al., 2010; Cao et al., 2014: 11; Carter, 2017). 

Differing definitions of parental involvement and a general lack of consensus concerning which types of parent involvement lead to which educational outcomes means that establishing links between parental involvement and student learning is complicated, especially since educational outcomes are influenced by a number of different factors (Cao et al., 2014; Desforges and Abouchaar, 2003).

Obstacles to parental involvement

Some parents, in particular those from lower socioeconomic backgrounds or minority groups, face barriers to involvement in their children’s learning. According to Axford et al. (2019: 7), there are material and psychological obstacles ‘which operate differentially (and discriminatingly) across the social classes’ and evidence of a socioeconomic gradient to parents’ engagement in their children’s learning and the home learning environment. Findings from the UK suggest that parents from ethnic and/or linguistic minority groups may not have the confidence or skills to guide their children or may be viewed by teachers and schools as having less ability and effectiveness to contribute to their children’s education (Goodall and Vorhaus, 2010). This was also found to be the case for parents of migrant or refugee children (d’Addio, 2019). While most parents feel that they are able to assist their child with school-related work during the primary years, many feel less capable of helping their children as the curriculum becomes more advanced. 

Policy and planning

Embedding parental engagement in education plans and policies.

Parental engagement is increasingly recognized by policy-makers as one of the integral parts of educational reforms (Wilder, 2014). At the national level, the constitution and/or the education sector policy should define the parameters for parental engagement in schools as well as provide incentives and support for engagement (Marphatia et al., 2010). At the decentralized level, district education offices can support parents with regard to their roles and responsibilities (Kayabwe, Asiimwe, and Nkaada, 2014). Parental engagement must be planned for and embedded in a whole-school or service strategy, including in needs analysis, establishment of priorities, monitoring and evaluation, and raising of public awareness (Goodall and Vorhaus, 2010: 9).

Capacity-building for teachers and administrators

Teachers and administrators may need training to sensitize them to ways in which they can involve parents in the education of their children (Bray, 2001; OECD, 2012). Suggestions include for teachers to organize ‘just drop in’ sessions, establish an open-door policy in their classrooms, create a class website with a dedicated space for questions and answers from parents, and organize home visits. Education systems can help by identifying milestones and objectives as well as providing adequate financial resources to meet the objectives (OECD, 2012).

Parenting and parental involvement programmes

Parenting programmes aim to create awareness of the importance of parents’ role in supporting their children’s growth and development and to strengthen or modify their attitudes, beliefs, and practices in relation to caring for a child (Evans, 2006). Parental involvement programmes aim to strengthen home–school relations with the objective of improving educational outcomes (Barrera-Osorio, 2021). Most programmes focus on marginalized or disadvantaged parents or ethnic minority families, for example, the HIPPY ( Home Instruction for Parents of Preschool Youngsters ) programme, implemented in a wide range of countries, provides support to socially disadvantaged families and parents of young children. In Romania, UNICEF and the Ministry of Education are collaborating on a National Parenting Education Platform through which 31,000 parents and caregivers have received parenting classes. UNICEF reports that such classes contribute to higher school participation and improved communication between parents and schools.

Inclusion of parental involvement in teacher training and curricula

Parents can serve as educational allies of teachers by assisting them in developing children’s full academic potential and monitoring the quality of teaching and teaching strategies (Marphatia et al., 2010). The importance for teachers of working with parents to support children’s learning and development is also underscored in curriculum frameworks in many countries (OECD, 2017). For example, the new Kenyan curriculum (2018) emphasizes the role of parents as essential to their children’s education with ‘parental empowerment and engagement’ as one of its guiding principles. In Malta,  the National Curriculum Framework (2012) highlights the fact that educators need to work with parents and the wider community in order to ensure a successful educational process.

Promotion of parents’ associations

The positive impact of parents’ involvement and support is significant, both on school governance and on children’s learning outcomes (Desforges and Abouchaar, 2003; Balarin and Cueto, 2007). While such policies have a particularly notable impact on governance, they also have a learning component. Evidence from Mexico suggests that trust between parents and teachers, and clear rules about parents’ expectations are key factors to any improvement (Barrera-Osorio, 2021). School governance policies can also provide a starting point for parental engagement within schools. However, roles and responsibilities of parents in relation to other stakeholders are not clearly defined in most countries, and the roles of different stakeholders need to be made clear and accepted by all (Marphatia et al., 2010; Bray, 2001). 

Parental support during school closures

Policy decisions on school closures and continuing education remotely need to take into account parents’ capability to help their child learn. Parents can be supported with home learning packages, particularly where there is no IT connectivity or electricity (Brossard et al., 2020). Angrist et al. (2020) found that engaging parents through SMS and phone calls led to increased parental participation in their children’s education and improved parents’ understanding of their child’s learning level. It is important that any strategies developed also take into account parents’ busy lives and the variety of family situations with support targeted to those who need it most (Winthrop, 2020).  

Plans and policies

• Kenya: Guidelines on parental empowerment and engagement (2019)
• South Africa : Practical guidelines: How parents can contribute meaningfully to the success of their children in schools (2016)
• Education Scotland.  Engaging parents and families - A toolkit for practitioners
• Garcia, M.E.; Frunzi, K.; Dean, C. B.; Flores, N.; Miller, K.B. 2016. Toolkit of Resources for Engaging Families and the Community as Partners in Education . Washington, DC: U.S. Department of Education; Institute of Education Sciences; National Center for Education.

Angrist, N.; Bergman, P.; Brewster, C.; Matsheng, M. 2020. Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana.    CSAE Working Paper WPS/2020-13. Oxford: Centre for the Study of African Economies (CSAE).

Axford, N.; Berry, V., Lloyd, J.; Moore, D.; Rogers, M.; Hurst, A.; Blockley, K.; Durkin, H.; Minton, J. 2019. How can schools support parents’ engagement in their children’s learning? Evidence from research and practice. London: Education Endowment Foundation.

Balarin, M.; Cueto, S. 2007. The quality of parental participation and student achievement in Peruvian government schools. Working Paper 35. Oxford: Young Lives.

Barrera-Osorio, F.; Gertler, P.; Nozomi Nakajima, N.; Patrinos, H.A. 2021. Promoting parental involvement in schools: Evidence from two randomized experiments.  RISE Working Paper Series. 21/060.

Borgonovi, F.; Montt, G. 2012. Parental involvement in selected PISA countries and economies. OECD Education Working Papers No. 73. Paris: OECD Publishing.

Bray, M. 2001. Community partnerships in education: Dimensions, variations and implications. Education for All: 2000 Assessment. Paris: UNESCO. 

Brossard, M.; Cardoso, M.; Kamei, A.; Mishra, S.; Mizunoya, S.; Reuge, N. 2020. Parental engagement in children’s learning: Insights for remote learning response during COVID-19. Innocenti Research Briefs no. 2020-09, Florence: UNICEF Office of Research – Innocenti.

Cao, Y.; Ramesh, A.; Menendez, A.; Dayaratna, V. 2014. Out-of-school parents and community involvement interventions. Washington, DC: United States Agency for International Development.

Carter, N. 2017.  Engaging parents in their children’s education. K4D Helpdesk Report. Brighton: Institute of Development Studies.

Castro, M.; Expósito-Casas, E.; López-Martín, E.; Lizasoain, L.; Navarro-Asencio, E.; Gaviria, J.L. 2015. Parental involvement on student academic achievement: A meta-analysis .  In: Educational Research Review, 14, 33–46 .

Chowa, G.A.N.; Masa, R.; Tucker, J. 2013. Parental involvement’s effects on academic performance: Evidence from the YouthSave Ghana experiment. St. Louis, MO: Washington University Center for Social Development.

D’Addio, A. 2019.  'Parents and communities need to be engaged in migrant children’s education’. World Education Blog, 3 July 2019.

Desforges, C.; Abouchaar, A. 2003. The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. Research Report, 443. London: Department for Education and Skills.

Evans, J.L. 2006. Parenting programmes: An important ECD intervention strategy. Background paper for the Education for All Global Monitoring Report 2007. Paris: UNESCO. 

Goodall, J.; Vorhaus, J. 2010. Review of best practice in parental engagement. Research report DFE-RR-156. London: Department for Education.

Kayabwe, S.; Asiimwe, W.; Nkaada, D. 2014. Successful decentralization: The roles and challenges of DEOs in Uganda. Paris: UNESCO-IIEP.

Mahuro, G.M.; Hungi, N. 2016. Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. In: Cogent Education, 3(1) .

Marphatia, A.A.; Edge, K.; Legault, E.; Archer, D. 2010. Politics of participation: Parental support for children’s learning and school governance in Burundi, Malawi, Senegal and Uganda. Johannesburg: ActionAid; London: Institute of Education.

OECD (Organisation for Economic Co-operation and Development). 2017. Starting Strong V: Transitions from early childhood education and care to primary education. Paris: OECD Publishing.

OECD (Organisation for Economic Co-operation and Development). 2012. Let’s read them a story! The parent factor in education. Paris: OECD Publishing.

Richardson, D.; Dugarova, E.; Higgins, D.; Hirao, K.; Karamperidou, D.; Mokomane, Z.; Robila, M. 2020. Families, family policy and the sustainable development goals.   Innocenti Research Report. Florenc e: UNICEF Office of Research – Innocenti. 

Wilder, S. 2014. Effects of parental involvement on academic achievement: A meta-synthesis.   In: Educational Review, 66(3), 377–97 .

Winthrop, R.; Ershadi, M.; Angrist, N.; Bortsie, E.; Matsheng, M. 2020. A historic shock to parental engagement in education: Parent perspectives in Botswana during COVID-19.   Washington, DC: Brookings Center for Universal Education.  

Related information

• Let’s not forget the role of parents in education!

• Learning outcomes

Role of Parents in a Child’s Education

Parents play a pivotal role in a child’s overall development. Parenting is an ever evolving process that is not just limited to providing the basic, nurturing needs of the child. A good parent also provides a base required for the development of the cognitive and social skills required for success in school and beyond. The first step is to understand that the responsibility of educating the child doesn’t just lie with their school. A kid’s education starts at home and parents are their first teachers. Parents play a crucial role in shaping a child’s personality, character, habits, emotional development etc. In fact, research has shown that the best predictor of a student’s success is the degree of involvement of parents in a child’s education. It is necessary for parents to be involved in the right manner in the education process for the proper academic and social development of the child. A parent who is abreast with what their child is studying at school would be more aware of their strengths and weaknesses, their areas of interest and would be able to better connect the child’s learnings to real-world situations. Three main areas where parents can rather  should , contribute are: 

1. Being a role model for children to follow

It is the role of a parent to teach children discipline, responsibility, and accountability by setting limits, establishing consequences and also teaching values. But children are more likely to follow what an adult does than what they preach - they pick up each and every mannerism of their parents and rapidly imbibe it. How parents interact with them and others form the basis for their social quotient. Similarly, the parents’ active involvement and responsiveness towards them forms their emotional and mental quotient.

Hence, it is key for parents to try embodying the person they want their child to be.

2. Helping the child in schoolwork

Every kid’s level of understanding is different. According to the child’s needs, parents can assist their little ones by revising with them what they’ve learnt at school, guiding them on how to do their home assignments and projects (and not do it for them), helping them maintain a healthy balance of studies and play, and rewarding their progress.

3. Creating a conducive learning environment at home

“Encourage and support your kids because they to live up to what you believe of them” One of the biggest gifts a parent can give their children is of their support and acceptance. Being positive, emotionally present, and reassuring when they fail can go a long way. An environment of love and openness that allows children to fail and learn can play a massive role in helping them inculcate curiosity and ensure their right development. How can instrucko help? The formative years of a student’s life form probably the most decisive period of a child’s life and it is necessary that parents prioritise their learning.

instrucko , with its storytelling approach to teaching English , Maths , French , Spanish , Hindi , Dance , Chess , Music , Handwriting and other subjects, focuses on preparing children for 21st century skills. These real-life topics covered in lesson plans will prepare children for life inside and outside the classroom

The brain's functioning is optimised when children feel emotionally safe and engaged. In a typical classroom setting, where the student-to-teacher ratio is 24:1, it is simply not feasible for a single teacher to implement the “whole child” approach in their lesson. Thus, instrucko’s focus lies on one-to-one lessons to make sure each learner is being attended to in a structured and holistic manner.

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Education   |   News releases   |   Research   |   Social science

February 3, 2020

Not just ‘baby talk’: Parentese helps parents, babies make ‘conversation’ and boosts language development

Using “parentese,” an exaggerating speaking style that conveys total engagement with a child, can boost an infant’s language skills and increase conversational “turn-taking” between parent and child, according to a new University of Washington study. UW I-LABS

Used in virtually all of the world’s languages, parentese is a speaking style that draws baby’s attention. Parents adopt its simple grammar and words, plus its exaggerated sounds, almost without thinking about it.

But if parents knew the way they speak could help baby learn, would they alter their speech?

A new study from the Institute for Learning & Brain Sciences, or I-LABS, at the University of Washington suggests they would, to baby’s benefit. Researchers examined how parent coaching about the value of parentese affected adults’ use of it with their own infants, and demonstrated that increases in the use of parentese enhanced children’s later language skills.

The study , published online Feb. 3 in the Proceedings of the National Academy of Sciences, finds that parents who participated in individual coaching sessions used parentese more often than control-group parents who were not coached, and that coaching produced more parent-child “conversational turns” and increased the child’s language skills months later.

“We’ve known for some time that the use of parentese is associated with improved language outcomes,” said Patricia Kuhl , I-LABS co-director and professor of speech and hearing sciences at the UW. “But we didn’t know why. We believe parentese makes language learning easier because of its simpler linguistic structure and exaggerated sounds. But this new work suggests a more fundamental reason.

“We now think parentese works because it’s a social hook for the baby brain — its high pitch and slower tempo are socially engaging and invite the baby to respond.”

Parentese is not what is often called “baby talk,” which is generally a mash-up of silly sounds and nonsense words. Instead, it is fully grammatical speech that involves real words, elongated vowels and exaggerated tones of voice. Spoken directly to the child, it sounds happy and engaged, and helps infants tune in socially to their parents and respond, even if only through babbling.

In a 2018 study , I-LABS researchers tracked use of parentese among adults and their 6-month-old infants, and found that babies whose parents participated in parentese coaching sessions babbled more and produced more words by age 14 months than infants whose parents were not directed in the technique.

The new study focuses on the long-term outcomes of parent coaching and how it led to changes in the parents’ language, in parent-child conversation, and eventually, in the child’s speech at 18 months.

“We had no idea that parents would respond so positively to information about how their own speech to the child affects the child’s language development. Parent coaching gave parents a measurement tool, almost like a Fitbit for parentese, and it worked,” said lead author Naja Ferjan Ramírez , a UW assistant professor of linguistics.

To assess child language output, all families in the study were given a lightweight recorder, which the child wore in a specially designed vest during four separate weekends at ages 6, 10, 14 and 18 months. The device recorded both parent and infant speech over the entirety of two consecutive days, so that researchers could measure parents’ use of parentese, parent-child conversational turns, as well as infant language production — either babbling or actual words. Parent coaching sessions occurred at 6, 10 and 14 months.

For the 48 families randomly assigned to receive coaching, the sessions provided guidance and feedback on specific communication strategies, such as using parentese, speaking directly to the child and engaging the child in back-and-forth exchanges known as conversational turns. In reviewing recordings with parents, researchers played back recordings of parents’ language behaviors and measured them against research-based targets for child language development. Parents were encouraged to include language as part of daily routines and were given language-interaction tips in the form of cards with “brain building” tips from Vroom, a program of the Bezos Family Foundation.

All parents in the study already used parentese at the beginning of the project, but their use varied greatly, the researchers said. Those in the coaching group learned more about the cognitive and social benefits of parentese, when and how to use it to promote interaction with their child, and the positive effects that parentese could have on their child’s language development.

The results show that parent coaching resulted in an increased use of parentese and infant vocalizations that continued to grow after the end of the parent coaching sessions. Between 14- and 18-months, coached families showed a drastic jump in conversational turn-taking and child vocalizations. Children of coached parents produced real words — such as “banana” or “milk” — at almost twice the frequency of children whose parents were in the control group. Parent surveys estimated that the children’s 18-month vocabulary averaged around 100 words among children of coached families, compared to 60 words among children in the control group.

“We know that language skills in infancy predict subsequent stages in language development, so enhancements in language behaviors in infancy could therefore have cascading effects on speech development over time,” said Ferjan Ramírez.

Kuhl added, “Language evolved to facilitate the social communication skills that are essential for survival of the species. In this study, we observe firsthand how parents’ language and social engagement can promote baby’s initial responsive coos, which become words, and then sentences — educating infants in the art of human communication.”

The study was funded by the Overdeck Family Foundation and UW I-LABS Ready Mind Project. Sarah Roseberry Lytle , outreach and education director at I-LABS, was a co-author.

For more information, contact Ferjan Ramírez at [email protected] or 206-543-4503, or Kuhl at [email protected] or 206-685-1921.

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Role of Parents in Education

February 20, 2023 by Veerendra

Role of Parents in Education : Parents are considered as the living embodiment of god and goddess for their children and rightly so given the sacrifices they make in their own lives to make their children lives better than theirs. Every parent on the planet wants their kid to grow up and be happy and successful in all their endeavours. An for this small desire of their’s to come trues, parents need to direct their kids in the right track towards the goal of success. There are plenty of ways for children to get deviated and get hold of wrong paths in their lives and kt is the responsibility of the parents to keep them focused and engrossed toward the goal.

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Education is undoubtedly one of the most important part of a kid’s life and parents play an extremely important role. The gullible minds will not be aware of the gravity of impacting the decisions they take, will have on their lives and that is exactly where the role of parents in a child’s career becomes highly important.

A parent wears many hats for their children, from being their friend to being their guide, parents will be nothing but an entire universe for a budding child.

While there are teachers and career councillors and other plenty of bits of help in the society, why are we focusing on the importance of parents in their kids’ education

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Why is the parents’ role important in a kid’s education?

Homely guide.

The reasons for the parent’s importance in a kid’s education is plenty and of paramount importance and one article will not be enough to list it all because such is the amount of intensity and gravity of impact parents will have on their children’s future

Let us now discuss the various roles a parent can play in their child’s education

A dad is considered as the first love for a daughter and a mom is considered as the first love of a son. Before they meet anyone else, children’s entire view of the world is through their parents. And somehow, unfortunately, that bond and perceptions become blurry and gradually fades away as the kid grows. Parents should always be a friend first and a parent later. Because no child will share anything with a strict parent but do so easily with a good friend. If you want to know about your kid, their interest and desires, then doling a friendly hat with them is the most important thing.

This is one of the most important roles a parent can play for their children’s education. While there are teachers in the school, kids need a teacher who is more close to them and comfortable with. When it is their exam time, don’t leave them alone with their lessons. Help them to prepare for the tests with good guidance and support. You may even conduct mini tests at home before the actual test to lessen their exam worries and tensions. You may also give additional help with the lesson areas in which they are weak.

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Become a great story-teller for your kids. Kids learn the various concept of life and academics through stories. Whether its valuable life lessons, moral science lessons or a physics lesson, sure shot way to make sure your children listen to you is through storytelling. Storytelling can also encourage your kids to write or form their own stories or poems The aptitude for thought process for this should be inculcated from childhood so that it becomes a good habit for the kids.

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More importantly, how do you dole and achieve wearing these various hats for the sake of your children.

• Be positive and optimistic in your approach towards your kid’s education
• Be sensitive to your kid’s needs and desires, however small they might be
• Be emotionally present when they need you
• Be affectionate to all of their demands because to a child, using harsh words, quarrelling loudly, fighting constantly, incorporating bad habits and swearing feels normal if he sees the same at home.
• Communicate effectively with them
• Make family outings and gatherings a part of your routine, however busy you might be.
• Assure them your unconditional love and support in all their endeavours

Lastly, we would like to recommend a few books for both parents and kids that will help

Role of parents in education | good books that every parent must read:.

• How to Talk So Kids Will Listen & Listen So Kids Will Talk- Book by Adele Faber and Elaine Mazlish
• The Whole‑Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s- Book by Daniel J. Siegel and Tina Payne Bryson
• The Happiest Baby on the Block- Book by Harvey Karp
• No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child’s Developing Mind- Book by Daniel J. Siegel and Tina Payne Bryson
• Siblings Without Rivalry- Book by Adele Faber
• Bringing Up Bebe: One American Mother Discovers the Wisdom of French Parenting- Book by Pamela Druckerman
• Unconditional Parenting- Book by Alfie Kohn
• The Explosive Child- Book by Ross W. Greene
• How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success- Book by Julie Lythcott-Haims
• Peaceful Parent, Happy Kids: How to Stop Yelling and Start Connecting- Book by Laura Markham

We have also recommended a few books for children to read:

What are some of the books that kids should read

• The Very Hungry Caterpillar- Book by Eric Carle
• The Cat in the Hat- Book by Dr Seuss
• Alice’s Adventures in Wonderland- Novel by Lewis Carroll
• The Secret Garden- Novel by Frances Hodgson Burnett
• Goodnight Moon- Book by Margaret Wise Brown
• Charlotte’s Web- Novel by E. B. White
• The Phantom Tollbooth- Novel by Norton Juster
• The Wind in the Willows- Novel by Kenneth Grahame
• The Hobbit- Novel by J. R. R. Tolkien
• Don’t Let the Pigeon Drive the Bus!- Book by Mo Willems
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Parents’ Role in Language Intervention

• Many parents expected that the speech language pathologist would be the one carrying out the therapy directly with their child
• While parents were willing to be involved in therapy, they were uncertain about what would be expected of them. Some parents felt anxious about their involvement.
•  Parents were uncertain about their ability to carry out the intervention themselves at home 
•   you are your child’s first and best teacher  
• you are a constant in your child’s everyday life  
• you spend more time talking to and interacting with your child than a speech-language pathologist ever can  
• your child is most comfortable communicating and interacting with you  
• you know your child best and know what makes him or her “tick”

 For most children, seeing a speech language pathologist once per week isn’t enough time to develop improved language skills. In fact, it’s hard to learn any new skill if it’s only practiced for one hour per week. But if you work together with your child’s speech language pathologist, you will learn ways to communicate with him and will come up with goals and activities that will make a huge difference to your child’s language learning. When you think about it, you are in the very best position to provide language intervention every day, many times a day, as you go through your daily routines. Bath time, eating a meal, going for a ride in the car, or any other daily activity are great opportunities to build your child’s communication and language skills.

Ways parents can get involved in intervention

• helping set goals for your child with the speech language pathologist
• describing your daily activities and routines
• learning strategies that you can use at home that will build your child’s communication skills
• reporting changes and progress you see in your child
• determining next steps with the speech-language pathologist
• Davies, K. E., Marshall, J., Brown, L. J. E. & Goldbart, J. (2017). Co-working: Parents’ conception of roles in supporting their children’s speech and language development. Child Language Teaching and Therapy, 33 (2), 171-185.

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The Importance of Parental Involvement in Speech Therapy

One of the most powerful tools your child has to improve their speech and language is also the most accessible: you. 

It’s difficult to overstate the importance of caregiver involvement in a child’s speech therapy. Numerous research studies have shown that when parents and caregivers play an active role in their child’s intervention--as opposed to being a passive observer--children make much more progress toward their therapy goals. 

This might feel easier said than done, of course. When a child is diagnosed with a speech or language problem, families enter a new and unfamiliar world. From evaluations to treatment plans to therapy exercises, it can feel overwhelming . It may be tempting to rely on a speech-language pathologist, or speech therapist, to “fix” the problem.

Speech therapists are experts in clinical diagnoses and treatments. But you are the expert on your child!

But while speech therapists will use specific techniques and strategies to improve your child’s communication, there’s no substitute for the unique opportunity you have to practice with your child at home. Speech therapists are experts in clinical diagnoses and treatments. But you are the expert on your child! And you're the one who spends the most time with them.

At the end of the day, it’s really no different than learning to play an instrument like a guitar. Weekly lessons will definitely help you learn scales, strumming techniques, and power chords. But if you don’t practice at home outside of those lessons, it’ll take you a lot longer to master a grand rendition of "Stairway to Heaven." 

The parent's role in speech therapy

When children receive speech therapy in a school or clinic, sessions often involve only the speech therapist and the child (or group of children). The speech therapist will do their best to update the caregiver in the clinic lobby or during school conferences. But this tradition al format doesn't allow the in-depth coaching and skill-building it takes to get caregivers truly involved in their child’s speech and language goals.

As mentioned above, research has shown that caregivers should be key players in their child’s intervention. There are several reasons for this:

You know your child best

Speech therapists strive to get to know your child: their personality, preferred learning style, and how they handle problems. However, a speech therapist can never replace your intuitive connection with your child. You know your child's personality and temperament best--as well as when a temper tantrum is looming! By working closely with a speech therapist, you can help develop a treatment approach perfectly tailored to your little one.

Learning happens all day, every day

Speech therapists only have limited time with your child every week. Whether a child is learning to use more words, pronounce a speech sound, or understand simple sentences, these new skills should be practiced and reinforced every day. Caregivers have the advantage of spending much more time with their children. And considering that children learn to communicate during everyday activities and conversations, no one is better positioned to do that than you.

Speech therapy doesn’t require a desk and a chair. You can use bathtime, playtime, mealtime, and even trips to the store to make progress on your child’s speech and language goals. When children see a speech therapist, they gain valuable skills and knowledge. But when they interact with you at home, during daily routines, they’re able to put that new knowledge into practice.

Learning is more effective in a comforting environment

Many people get uncomfortable when walking into a medical office or therapy clinic. There’s a clinical feeling that can make children feel uneasy about their surroundings. Working with you at home, in an environment that’s natural and familiar, is a stress-free way for kids to practice the new skills they’ve learned at therapy. It’s also a reason more and more families are turning to online speech therapy .  

What does the research say about parent involvement in speech therapy?

A study conducted by two researchers from Vanderbilt University looked at how well “parent-implemented intervention” worked among groups of parents trained to promote their child’s communication. Here were some key results from the study:

Parents were able to understand and learn the strategies taught by the speech therapists, and use them when interacting with their child.

Parents had a positive effect on their child’s communication development. As a result, children showed improvement in their verbal and nonverbal communication skills, including understanding, vocabulary, grammar, and how often they communicated.

Parents were just as effective at helping their child as speech therapists were. In fact, when it came to understanding language and grammar, parents were actually more effective than the therapists.

Children with a variety of language difficulties, including language impairment, autism spectrum disorder, and developmental delay, also made substantial progress when their parents were involved.

As this and other studies show, empowering caregivers to work directly with their children can significantly improve their child’s speech skills. While parental involvement can't replace ongoing speech therapy with an experienced speech therapist, it enables kids to make faster progress and reach their goals sooner.

Discuss your communication needs with a speech therapist for free

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Speech On Parents - 10 Lines, Short and Long Speech

• Speech on Parents -

Parents are an integral part of our life. Our parents allowed us to be born into this universe. Our parents are the ones who gave us life, so we must learn to appreciate it. I am appreciative of everything my parents do for me.

• 10-Lines Speech on Parents

Short speech on parents

Long speech on parents.

God has given us the most lovely and priceless gifts of our parents.

They have a significant impact on the growth of the body, mind, society, economy, and education.

Parents impart knowledge, lead us along the right path, and help us distinguish between right and wrong choices in life.

They pay attention to our issues and support us in making wise decisions.

They go above and above to ensure our happiness and safeguard us from any damage.

While a father provides direction and instruction, a mother cares for and protects her kid.

Parents put a lot of effort into giving us a good education and everything else in life.

When they watch us succeed in life, they are happy and proud of us.

They serve as protectors, nurturers, and guides, helping their children navigate the world and reach their full potential.

As our caretakers, parents deserve our respect as devout individuals.

Parents are the first and foremost teachers and role models for their children. They shape our values, beliefs, and habits, and they have a profound impact on who we become as individuals. They teach us right from wrong, provide us with love and support, and help us navigate the ups and downs of life.

Being a parent is not easy. It is a constant, challenging and rewarding journey that requires patience, sacrifice, and unconditional love. They have to make difficult decisions for their children and do their best to provide for their families, even when it means making sacrifices of their own.

Role of parents

Parents play a variety of important roles in their children's lives, including providing love and support, teaching values and life skills, setting an example through their behaviour, and making sacrifices for their family's well-being.

The role of a parent is both challenging and rewarding, and it requires a deep commitment to the growth and development of their children.

My heroes are my parents. They give me my power. In each of my life's crises, they support me. They hold a special place in my life. My parents are very dear to me. Every time I'm with them, I feel incredibly content and secure.

Parents play a critical role in the lives of their children, and the bond between a parent and child is one of the strongest and most important relationships a person can have. From the moment a child is born, parents are responsible for providing love, guidance, and support, and they continue to play an important role throughout their child's life.

Role of Parents

Parents serve as role models for their children, and their actions and behaviour have a significant impact on the development of their child's values, beliefs, and habits.

They are responsible for teaching their children right from wrong, instilling in them a strong moral compass, and helping them develop the skills they need to succeed in life.

Emotional Growth and Support by Parents

Parents also play a critical role in the emotional development of their children. They provide love and support, serving as a safe haven during difficult times and offering encouragement and guidance during the ups and downs of life.

Relationship Between Parents and Children

One of the most challenging and rewarding aspects of being a parent is the constant evolution of the relationship. As children grow and mature, their needs change, and parents must adapt to these changes. This requires a deep commitment and a willingness to learn and grow alongside your child. Whether it's through open communication, shared experiences, or simply being present, parents play a critical role in maintaining a strong and supportive relationship with their children.

Challenges faced by parents

Parents face a wide range of challenges as they raise their children and strive to provide them with the best possible life. Some of the most common challenges include financial stress, balancing work and family, lack of support, raising children with special needs, navigating and coping with new technology and social media, disciplining children, and balancing personal time and family time.

Real Life Example

I was always a curious child, and I loved asking questions about the world around me. My parents encouraged my love of learning, and they often took me on educational trips and adventures. When I was in the third grade, my class took a field trip to the local science museum, and I was fascinated by the exhibits on space and the solar system.

When I got home, I was eager to learn more, so my parents surprised me by taking me on a trip to the planetarium. My parents took the time to answer all of my questions, and they encouraged me to keep exploring and asking questions.

From that moment on, I was hooked on learning and science, and I went on to pursue a career in astrophysics. I will never forget the amazing experience I had with my parents, and I am grateful for their support and encouragement. I realised that my love of learning was a gift from my parents, and I am inspired to pass that love on to future generations.

This experience has taught me an important lesson. When parents are supportive, curious, and engaged, they can inspire a lifelong love of learning and help their children reach their full potential.

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• Speech and language therapy
• Where SLTs work

Where SLTs work – education

• Speech, language and communication skills play a crucial role in a child’s school readiness and ability to achieve their educational potential.
• However, not all children have the speech, language and communication skills they need to fully engage with their education.
• SLTs work directly with children, their families, and other education professionals to develop personalised strategies to support a child’s individual needs.
• They also provide training to education professionals so they can identify the signs of speech, language and communication needs and support them appropriately.

If you are a speech and language therapist, please sign up  or  log in  to access the full version of this content.

Page content

Role of speech and language therapy in educational environments, impact on educational outcomes, commissioning speech and language therapy.

SLTs will work with children and young people (CYP) within the full range of educational settings, from early years through to higher education.

The activities of SLTs working in children’s services can be directly linked to the achievement of outcomes for children and young people. The core role of an SLT working in education settings is to support and enable CYP to reach their full communicative and educational potential and remove or reduce the barriers that their speech, language and communication needs (SLCN) present to their learning.

There are different models for the delivery of therapy in educational environments, but all SLTs in these positions will:

• Work closely with other education professionals, providing training on recognising and responding to SLCN.
• Share information with all key individuals involved in the pupil’s education.
• Work closely with children and young people and their families/carers to provide tailored support.
• Advise staff on changes that can be made to the learning environment and wider setting which can optimise children’s communication development. This is sometimes known as creating a ‘communication friendly’ school/setting.

This may happen in:

• Whole classroom work with other education staff.
• Group work with pupils.
• One-on-one sessions with individual pupils or staff.
• Working with the senior leadership team to enable change.

For further information, see page 10 of RCSLT NAHT Guidance for education settings on commissioning (buying in) speech and language therapy services and training (2020) (PDF) .

SLTs may be asked to work with all pupils, or just those with special educational needs and disabilities (SEND).

How do speech, language and communication needs have an impact on a child’s ability to fulfil their education potential?

• Children with poor language and literacy skills at five years have lower education achievement at seven years (Snowling et al, 2011).
• One in four children who struggled with language at age five did not reach the expected standard in English at the end of primary school compared with one in 25 children who had good language skills at age five. (Save The Children, 2016)
• One in five children who struggled with language at age five did not reach the expected standard in maths at the end of primary school compared with one in 50 children who had good language skills at age five. (Save The Children, 2016)
• Children with poor speech, language and communication get fewer GCSE A-C grades than their peers. 15% achieve 5 A*-C GCSEs compared with 57% of all young people (Bercow, 2008).

See the  RCSLT communication capacity factsheet (PDF) for more information on the intergenerational cycle of speech, language and communication outcomes.

SLTs may be employed directly by educational settings or services may be commissioned through providers such as local authorities, the NHS, private organisations or parent/carers.

The following guidance has been produced in response to the changing commissioning context for speech and language therapy services in England. The context for commissioning is currently different in Scotland, Wales, Northern Ireland and England. The guidance will have particular relevance anywhere that education settings are commissioning speech and language therapy services from providers other than the NHS. It is primarily aimed at education leaders wanting to know more about commissioning a speech and language therapy service, and/or training, directly from a speech and language therapy provider. It may be of interest to clinical commissioning groups; councils and local authorities; early years settings, schools and colleges; families and home educators; and members of the RCSLT.

It should be read in conjunction with other RCSLT publications.

It was compiled by a group of SLTs working in a variety of educational settings across the UK. It is supported by the National Association of Head Teachers (NAHT) .

• RCSLT NAHT Guidance for education settings on commissioning (buying in) speech and language therapy services and training (PDF) , 2020
• Printable A4 version

See also: Public Health England’s Best start in speech, language and communication: Guidance to support local commissioners and service leads (2020).

Bercow: Ten Years On

In 2018, the RCSLT and I CAN, the children’s communication charity, published Bercow: Ten Years On . This is an independent review of provision for children and young people with speech, language and communication needs in England.

As a result of evidence gathered from children and young people, SLTs, parents and carers, education professionals, commissioners and others, the RCSLT and I CAN produced recommendations for change and calls to action to sit alongside the report.

Visit the  Bercow: Ten Years On website to find:

• ‘How to’ information sheets for parents, educational professionals and others
• Presentations
• Practical activities
• Briefings for parents, educational professionals, children and young people, and others

RCSLT factsheets

Visit the RCSLT factsheets page for information on:

• Supporting children and young people
• Looked after children
• Social, emotional and mental health and wellbeing
• Safeguarding
• Working with young offenders

Other RCSLT resources

• RCSLT resources on developmental language disorder (DLD)
• For videos about a range of speech and language therapy activities, visit the RCSLT YouTube channel

External resources

• National Association of Head Teachers
• TES Connect
• Education Endowment Foundation
• LuCiD (The ESRC International Centre for Language and Communicative Development)
• The Communication Trust

Department for Children, Schools and Families (2008)  The Bercow Report: A Review of Services for Children and Young People (0–19) with Speech, Language and Communication Needs .

I CAN and RCSLT (2018) Bercow: Ten Years On – An independent review of provision for children and young people with speech, language and communication needs in England. Available on the Bercow: Ten Years On website .

Save the Children (2016) Early language Development and Children’s Primary School Attainment in English and Maths: New Research Findings. Available on the Save the Children website .

Snowling, M., Hulme, C., Bailey, A., Stothard, S. & Lindsay, G. (2011). Better communication research programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure for children’s current and future educational attainments? Research Brief. Online. Available at: gov.uk (PDF)

Related content

• Professional guidance

Where SLTs work – children’s services

Learn about the role of SLTs in children’s services

Where SLTs work – justice

Find out how SLTs work in justice settings

What is speech and language therapy?

Read about what SLTs do and who they work with

Is something wrong with this page? Submit feedback

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Newsom signs new law that bans rules requiring schools to notify parents of child's pronoun change

SACRAMENTO, Calif. -- California became the first U.S. state to bar school districts from requiring staff to notify parents of their child's gender identification change under a law signed Monday by Gov. Gavin Newsom.

The law bans school rules requiring teachers and other staff to disclose a student's gender identity or sexual orientation to any other person without the child's permission. Proponents of the legislation say it will help protect LGBTQ+ students who live in unwelcoming households. But opponents say it will hinder schools' ability to be more transparent with parents.

The legislation comes amid a nationwide debate over local school districts and the rights of parents and LGBTQ+ students.

"This law helps keep children safe while protecting the critical role of parents," Brandon Richards, a spokesperson for Newsom, said in a statement. "It protects the child-parent relationship by preventing politicians and school staff from inappropriately intervening in family matters and attempting to control if, when, and how families have deeply personal conversations."

The new law comes after several school districts in California passed policies requiring that parents be notified if a child requests to change their gender identification. That led to pushback by Democratic state officials, who say students have a right to privacy.

But Jonathan Zachreson, an advocate in California who supports the so-called parental notification policies, opposes the law and said telling parents about a student's request to change their gender identification is "critical to the well-being of children and for maintaining that trust between schools and parents."

States across the country have sought to impose bans on gender-affirming care, bar transgender athletes from girls' and women's sports, and require schools to out trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills with broad language requiring that parents are told of any changes to their child's emotional health or well-being.

The California law led to heated debate in the state Legislature. LGBTQ+ lawmakers have shared stories about how it was difficult for them to decide when to come out to their families, arguing that transgender students should be able to share that part of their identity on their own terms. State Assemblymember Bill Essayli, a Republican representing part of Riverside County, is an outspoken opponent of the law. He has criticized Democratic leaders for preventing a bill he introduced last year - that would have required parents to be told of their child's gender identification change - from receiving a hearing.

In Northern California, the Anderson Union High School District board approved a parental notification policy last year. But the teachers union recommended that teachers not enforce the rule while the union is involved in a labor dispute with the district over the policy, said Shaye Stephens, an English teacher and president of the teachers association at the district.

The notification policies put teachers in an unfair position, Stephens said.

"It's kind of a lose-lose situation for teachers and administrators or anybody that's being asked to do this. I don't think it's safe for students," she said. "I do not think that we are the right people to be having those conversations with a parent or a guardian."

Related Topics

• GAVIN NEWSOM
• CALIFORNIA LEGISLATION
• LEGISLATION
• GENDER IDENTITY

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How parents can juggle work and support their child’s education.

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When students start the year eager and prepared, they not only set a positive tone for their studies ... [+] but also make it easier for teachers to identify any changes in their performance.

In the U.S., school start dates vary significantly by region, with some states like Georgia beginning the academic year as early as July. No matter the age, starting the school year on the right foot and establishing good work habits are crucial for academic success. When students start the year eager and prepared, they not only set a positive tone for their studies but also make it easier for teachers to identify any changes in their performance.

Parents can provide practical support in a myriad of ways. Remote working parents even have an advantage- it’s never too early to teach the importance of a dedicated workspace. Establishing a consistent routine for homework and study time helps children develop good habits and reduces last-minute stress. Creating a designated, distraction-free space for homework can help children focus and work more efficiently.

Staying Informed and Involved

Leverage lunch hours during work to maintain regular contact with teachers through emails, parent-teacher conferences, and school apps. Staying informed about their progress and areas needing attention is crucial. Put some of the onus on children as well; encourage children to ask questions and engage actively in their classes, fostering a love for learning by showing interest in their studies. At home, have children use school-specific portals and educational resources for extra practice.

Building Independence and Resilience

While it may feel awkward at first, try adopting a manager/employee dynamic with children during homework and study time:

• Encourage children to tackle challenges independently before seeking help, building resilience and critical thinking.
• Students should maintain open communication about their school experiences and any difficulties they face to alleviate anxiety and create a supportive environment.
• Establish structured rules and expectations for recreational screen time thereafter.

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Rnc day 4: trump blasts biden and ‘crazy nancy pelosi’—despite promised ‘unity’ theme, every big name urging biden to drop out: second senator goes public, enhancing learning and development.

Foster a love for personal development by reading together. Engaging in mutual book discussions can enhance comprehension and critical thinking skills. (A child’s teacher will have recommendations for them, but here are a few to add to your list .) If budget allows, consider online tutoring services for personalized academic support.

Providing support as a working parent involves helping children find a balance, similar to how demonstrating effective work-life balance in a professional setting can garner employer support and potentially benefit career growth.

Help children balance schoolwork and extracurricular activities, which are crucial for social and emotional development. Support their sports, arts, music, or coding interests through after-school programs, community centers, or online classes. Teach children to organize their work, manage their time, and set achievable goals. Most importantly, teach kids techniques for managing stress and balancing school responsibilities with relaxation and leisure activities.

Preparing for College Success

Excelling in advanced courses is crucial for college applications for high school students. Addressing skill gaps and familiarizing themselves with upcoming courses can ensure a strong semester start. Encourage virtual study groups for collaborative learning and peer support. Alicia Carpenter, president of New York tutoring and test prep network Forum Education , notes that grades are irreplaceable in college admissions, and early low grades are hard to recover from.

“These days, top applicants looking for an edge are almost universally taking time at the end of the summer to preview new content and — just as crucially — build study skills relevant to new frameworks. As a result, these students enter the school year with the confidence and tools to succeed from day one, securing top grades and freeing up mental and emotional bandwidth to manage a rigorous course load and extracurriculars.”

Employer Support for Working Parents

Arranging childcare during the school year can significantly impact productivity. The nonprofit organization Afterschool Alliance reports that lapses in after-school care can result in parents losing up to eight days of work annually, costing businesses upwards of $300 billion annually.

“The schedule misalignment of traditional school hours and the traditional workday is a silent killer of workplace productivity that employers cannot afford to ignore. Once that last school bell rings, working parents are suddenly distracted and sometimes absent from work as they are forced to quickly shift from work mode to parent mode,” explains Wes Burke, CHRO of Care.com.

Addressing these challenges with effective strategies is essential for both parents and employers. Employers can help by supporting their working parents in various ways:

• Offering flexible work schedules allows parents to align their hours with their child’s school schedule, making them available for homework help.
• Subsidizing after-school programs and childcare service s ensures children have a safe, structured environment with academic support.
• Creating a family-friendly workplace and encouraging parent support groups provide parents with a network for sharing homework tips and resources.
• Resources like employee assistance programs (EAPs) helps parents manage stress, allowing them to be more supportive during homework time.

In their 2024 Future of Benefits Report , Care.com found that 80% of employers report child benefits positively impacting productivity. As a result, Burke believes a child’s education is not a personal issue that working parents have to navigate alone. “Employers have a role to play here, too. It’s simple: the businesses who foster family-friendly workplaces are the ones that thrive, witnessing increased productivity, retention, and recruitment across the board by supporting the needs of their working parents.”

Supporting a child's education as a working parent means planning ahead and using all available resources. It might feel strange at first, but treating homework time like a manager guiding an employee can help. Creating structure, even for young kids, builds a supportive learning environment.

This setup reduces stress by establishing a predictable routine, making juggling work and home responsibilities easier. It also improves work-life balance by helping everyone use their time better. Parents have more free time as kids become more independent with their studies. Getting involved in your child’s education strengthens family bonds and communication, leading to a happier and more productive home life, which benefits both work and personal time.

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How to Address Parents’ Concerns That SEL Goes Against Their Values

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The politics of social-emotional learning have shifted drastically in the past few years—especially in some conservative states—with critics claiming that SEL is a form of liberal indoctrination or a means for unqualified teachers to practice therapy.

This shift has left many teachers and SEL practitioners in a tricky situation, trying to address parents’ concerns while continuing to teach SEL programs that may be required by the district and state.

That’s been the case for Candace Peyton Wofford, an instructional coach and, up until recently, an SEL teacher in a middle school in Corpus Christi, Texas. She has had her fair share of parents voice concerns that SEL is teaching their children concepts that go against their values. Through her conversations with parents, Wofford—who is a big proponent of SEL—has found ways to help calm their fears.

Wofford shared her insights with Education Week. This conversation has been edited for length and clarity.

What concerns are you hearing from parents, exactly?

The main argument is that they think that I’m trying to encroach on their belief system. Usually, it’s a Christian belief that they think I’m trying to go against. And I am just very transparent with them and very honest about what I’m teaching, and [that] it is not to go against anyone’s belief. It is truly just to help their child navigate life and be a better person.

And most of what I teach, if they just take a step back and look at the lesson plans and look at what I’m expecting of their child, it could mean that their Christian child could be very Christ-like, if they did things that I’m saying. I’m definitely not going against what they’re trying to teach in their home spiritually.

Is that what parents ultimately conclude? That SEL isn’t a threat to their values?

It takes a while, but eventually, yes, because when you’re transparent with them and you show that you’re not hiding anything, they start to let their guard down and their barriers down. And then we can talk to each other face-to-face and realize we’re on the same page.

Really, what they need to see is that I truly care for their child. And once they know that I have their child’s best interest in mind, why would you want to fight me on that? Why would you not want your child to be able to learn how to do a job interview, learn how to do a handshake, learn how to look someone in the eyes, learn how to get un-addicted to their phones? These are all things that we talk about in the classroom setting.

What other steps do you take that are helpful?

You have to sit and listen to their concerns, validate their concerns, and really truly listen to understand and not listen to respond. Once you understand where they’re coming from, you can eventually make your response, and they end up realizing that y’all are both on the same page.

When I was in the classroom setting, I would send emails every three weeks explaining what we’ve been doing in class and giving the parents an action item. Like, “Now that your child knows how to do this, I would encourage you to try this at the dinner table, or try asking them this the next time y’all are in the car together.”

It’s so hard to be a parent of a tween and a teenager. I feel like the parents are usually grateful that I’m giving them homework assignments, and their kids know that I’m giving their parents the homework assignment, so there’s no, “Oh, we don’t have to do that, Mom. Oh no, we don’t talk about that.” Their parents know exactly what they’re learning.

What is the final ‘aha’ moment for parents?

It all gets resolved when they realize that SEL is being taught by me because I care for their child, and it’s being taught by me because I feel like this is a class I wish I had in grade school. And then they end up realizing, “Man, I wish I had this in grade school. Actually, it is cool that my kid gets to learn all this stuff, and that he or she is not just hearing it from me at home,” when they don’t want to hear anything from their parents at that age.

These are life skills to make their life better. How do I function as a human being in 2024, you know?

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Ten things to know from the King's Speech

Find out what the King's Speech means for you.

This year’s King’s Speech focuses on creating wealth in every corner of the country, and improving the living standards of working people.    

We’re bringing in more than 35 bills and draft bills to enable economic growth – including a Bill that enforces tough new spending rules.    

The package of bills will focus on growing the economy through speeding up the building of houses and infrastructure, improving transport, creating more jobs and securing clean, green energy – helping to make every part of the country better off.    

New laws will also help to create wealth in every community and hand power back to local leaders who know what is best for their areas.   

Here are ten things to know about our new programme of legislation, and what they mean for you.    

1) Kickstart economic growth  

We are making sure nobody can play fast and loose with public finances – and that we avoid chaos which leaves families with spiralling bills.    

A new Bill will strengthen the role of the Office of Budget Responsibility, meaning significant fiscal announcements must be properly scrutinised and that taxpayers’ money is respected.   

And we will introduce a Bill to ensure the National Wealth Fund will make transformational investments across the UK. 

2) Get Britain building    

We’ll get Britain building, through planning reform, as we speed up the delivery of high-quality housing and infrastructure.    

This will help provide more housing across the country and support sustained economic growth.   

We will also give more rights to people renting their homes, including putting an end to unfair no-fault evictions, and reforming grounds for possession.   

3) Make work pay   

Our Employment Rights Bill is a significant step towards delivering this Government’s plan to make work pay – the biggest upgrade to workers’ rights in a generation.  

We will ban exploitative zero-hours contracts, end fire and rehire, and introduce basic employment rights from day one.  

And through our changes to the Low Pay Commission, we’ll make sure the minimum wage is a genuine living wage. 

4) Hand back power to communities    

New legislation will help to create wealth in every community and hand power back to local leaders.   

We’ll introduce a Bill to move power out of Westminster and back to those who know their areas best - giving local leaders the tools they need to drive growth.   

New laws will give more powers to metro mayors and combined authorities, helping support local plans that bring wealth to communities.    

5) Provide better transport    

We’ll put our rail system back on track with new laws to deliver for passengers.     

New laws will improve the railways by reforming rail franchising, establishing Great British Railways and bringing train operators into public ownership.   

And we’ll introduce a Bill to allow local leaders to take control of their bus services.   

6) Make Britain a clean energy superpower  

We’re committed to making Britain a clean energy superpower by 2030 - helping lower household bills for good over time.    

A new Bill will help set up Great British Energy, a publicly owned clean-power company that will help boost energy security, create jobs and build supply chains in every corner of the UK.   

We’ll also introduce legislation that helps unlock investment in energy infrastructure, supports sustainable aviation fuel production and strengthens the water regulator’s powers.    

7) Strengthen our border  

The government will strengthen the border with a new Bill that modernises the asylum and immigration system, including launching a new Border Security Command.    

The command will deploy more police and investigators to smash the criminal smuggling gangs, tackling the problem at source. The Bill will give law enforcement new enhanced counter-terror style powers to destroy the evil business model of human trafficking.   

8) Take back our streets  

We’ll introduce laws to strengthen community policing, giving the police greater powers to deal with anti-social behaviour and strengthen support for victims.    

New laws will improve the safety and security of public venues and help keep the public safe from terrorism, and we will bring forward plans to halve violence against women and girls.   

9) Break down barriers to opportunity  

We’ll take action to raise educational standards and break down barriers to opportunity.  This includes measures to help people back into employment after the pandemic and a Bill to raise standards in education and promote children’s wellbeing.    

We’ll end tax breaks for private schools - funding 6,500 new teachers – and set up Skills England to make sure we have the highly trained workforce that England needs.    

Our plan also includes reforming the apprenticeship levy and setting out work on legislation to enshrine the full right to equal pay in law.   

And we’ll launch an independent football regulator to ensure greater sustainability in the game and stronger protections for fans.   

10) Improve the NHS   

Our government will take steps to improve the National Health Service for everyone – including reducing waiting times and focusing on prevention.   

We’ll improve mental health provision for young people and make sure it’s given the same attention and focus as physical health and we will modernise the Mental Health Act, so it is fit for the twenty first century, ensuring all patients are treated with dignity and respect.   

Our plan includes introducing legislation to help stop young people smoking and vaping, and to restrict advertising junk food to children, along with the sale of high caffeine energy drinks to children.   

To read the full King’s Speech click here .

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Blog The Education Hub

https://educationhub.blog.gov.uk/2024/07/18/the-kings-speech-2024-what-does-it-mean-for-education/

The King’s Speech 2024: What does it mean for education?

During the State Opening of Parliament on Wednesday 17 July, the King set out the government’s priorities for the coming months.

This included commitments relating to education, including children’s social care, schools , and further education .

Together, these important changes will help to break down barriers to opportunity, and drive high and rising standards in schools, to create better life chances for everyone.

Here, we explain what the King’s Speech means for young people, parents and the education sector.

You can read more about the King’s Speech and how it works on Gov.uk .

What was announced for education?

A Children’s Wellbeing Bill and a Skills England Bill were announced in the King’s Speech.

A bill is a proposed law which is introduced into Parliament. After being debated, passed through Parliament, and receiving Royal Assent, it becomes law.

What is included in the Children’s Wellbeing Bill?

The Children’s Wellbeing Bill will put children and their wellbeing at the centre of the education and children’s social care systems, and make changes to ensure children are safe, healthy, happy and treated fairly.

There are a range of changes which the government will aim to pass through the bill, to remove barriers to opportunity and make sure that the school system is fair for every child, no matter their background.

These include, but are not limited to:

• Making sure there are free breakfast clubs in every primary school.
• Limiting the number of branded uniform items that a school can require, to bring down costs for parents.
• Requiring local authorities to have and maintain Children Not in School registers and provide support to home-educating parents, to ensure fewer children slip under the radar.
• Giving Ofsted more powers to investigate unregistered schools and tackle patterns of poor care in children’s homes to keep children safe.

What is included in the Skills England Bill?

Skills England will bring together businesses, providers, unions and other bodies to try to boost skills training and tackle skills shortages to support sustained economic growth.

A Skills England Bill will work towards this, simplifying the skills system by transferring responsibilities from the Institute for Apprenticeships and Technical Education (IfATE) to a new Skills England organisation, to make skills sector more efficient.

When will the education bills be introduced?

Before becoming law, the education bills will be debated by Parliament.

Both bills are planned to be introduced in the first session of Parliament.

You can read more about how a bill becomes law on Gov.uk .

You may also be interested in:

• Letter to the education workforce from Education Secretary Bridget Phillipson

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Who is Kai Trump? Granddaughter of Donald Trump to speak at RNC Wednesday

Kai Madison Trump, the 17-year-old daughter of Donald Trump Jr. , will join her father on the main stage Wednesday night at the Republican National Convention . They're set to address the GOP crowd at 9 p.m. CT/10 p.m. ET.

"I am honored to be speaking at the RNC at 9 p.m. (CDT)," Kai shared on her Instagram story, alongside a photo featuring her grandfather and his vice-presidential pick, Senator JD Vance .

More: RNC live updates: Peter Navarro, Newt Gingrich take the stage on Day 3 of the RNC

Born on May 12, 2007, Kai is the daughter of Donald Trump Jr. and Vanessa Trump, who divorced in 2018. She is the eldest of Donald Trump's ten grandchildren and has been in the public eye from a young age, attending high-profile events such as her grandfather's inauguration and the White House Easter Egg Roll.

An avid golfer, Kai frequently shares her passion for the sport on social media and her YouTube channel . Earlier this year, she celebrated a ladies' club championship victory at Trump's golf course in Palm Beach.

More recently, Kai shared a photo of the former president pumping his fist at a Pennsylvania campaign rally after surviving an assassination attempt , with the caption, "We love you Grandpa. Never stop fighting!"

Kai's speech at the RNC marks her first significant campaign role, highlighting her growing involvement in the Trump family's political activities.

Jeremy Yurow is a politics reporting fellow based in Hawaii for the USA TODAY Network. You can reach him at [email protected] or on X, formerly Twitter @JeremyYurow