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ABSTRACT
The importance of parental involvement as an accelerating and motivating factor in the education of their children is a worldwide accepted fact. The research provides a detailed explanation? Tion with specific size? Hands, the importance of parental involvement in their children’s education. In addition to the parenting techniques are, their types and their consequences for non-compliance. It also describes the M? Possibilities, the result of positive parental involvement Ma? Exception. Dar? Out about erw? He hnt the teachers involvement and the difficulties of teachers in Getting parents involved in their children’s faces (this is also confirmed by the examples of two teachers, who won the conscious efforts of the parents? About their maximum attention to? About their children devote to bottom? protected), single-parent involvement, children’s own efforts to their academic level and the joint home-school interventions to improve. A detailed analysis of the different main ideas is given, based on results from other surveys and projects.
EASY CURRENCY:
see the involvement of parents in three ways: 1) Behavioral fall, 2) Intellectual and 3) people? be nliches. The research examined the effect of multi-dimensional participation of parents and the resulting progress of children in their studies with different parent resources, they were dedicated to. Actively involved parents help their children in their educational development, adding to the schools and participation in the open T? R. With sharply observed the behavior of their children k? they can correctly judge the kind of behavior or the allocation of resources needed by their children. Such f? Rsorgliche parents can k? Motivate teachers to be attentive to? Over a certain Sch invertebrate, thus maintaining the cycle of parent-teacher involvement. Encourage building cognitive skills F? And the perception of a child are a big problem there in the education of the child. The way the parents involve their children in cognitive learning by giving them different stimulating activity soldering and materials such as B? Ago, electronic media and current events at home. This helps the child to understand all types of language skills ben in school?. The results show a remarkably positive behavior at school and with peers.
Two n processes Parenting Parenting? Mlich the bottom? caustic (SP) and strict upbringing (HP) has helped me a lot in the research of the involvement of parents in the education of their children. By adjusting the H? He the bottom? Caustic parenting, different levels of the positive results were observed. Supportive parenting in kindergarten students even showed positive results. Ma took four? Bottom? Caustic parenthood were used in the study, they were:
1 Proactive teaching.
2 Peaceful discussion in disciplinary encounters.
3 Warmth.
4 Interest and involvement in peer activity? Ten.
The evaluations were carried out? leads when the children entered kindergarten and when they reach level 6. It was noted one factor to hinder children’s development: family adversity. It was the result of a multi-negative process that included the risk of low socio? Econometric status to emphasize single-parenthood and family. Child maladjustments were found to h? More often in families with such adversities. No matter how much negative impacts were cast, SP was found to overcome the risks associated with family adversity to?. SP was very low on adjustment methods in grade 6 children, single parents or experienced socio? Econometric status (SES) in their FR? Had hlt hen childhood ore?.
In a way to socialize their children, adoptive parents the techniques of calm discussion and proactive teaching. They helped schr? Nkt behavioral problems by long discussions with their children, treat them in a vessel? Hl of respect, calmness and peace of mind. M? Tter also active in the reduction of peer stress on their children. It is also a widely accepted fact that bottom? Caustic plays an important role in parenting the children’s development of empathy, prosocial behavior and emotional competence. On the negative side, the absence of a bottom? Caustic parenthood f? R the development of internal problems such as anxiety and depression close relation existed? Nts.
lack of necessary care and attention of parents is the main factor f? r that com? end increase in the proportion of Jugendkriminalit? t (Kriminalit? t among children). To develop the absence of parental instructions causes children to irreversible behavioral and emotional problems. You to seek attention, resort to crimes thinking that they thus expressed their to W? Erf nsche? Could fill. You k? Can lead to uncontrolled violence to? Ck, if not kept in one eye. Such criminal activity? States not to stop until their qu! St. breastfeeding symptoms of low Selbstwertgef?, Depression, dysphonic mood, tension and worry are associated, and other St? Ments are alleviated. And the importance of parents’ role in this area can not? Be berbetont. hen
In the Bem? to describe the involvement of parents, many researchers use a term “Transition” (Lombardi, Joan). “Transition” is used by the period in which the children move from home to describe to the school, from school after school ACTIVITIES T? By a activity? T to another within a pre-school, or from pre- kindergarten. The unerm? Dlicher Bem? Efforts of teachers in the Ph? Independent of? Transition can not be ignored. They prepared the children and their parents who have problems adjusting to the school, that various programs had psychology, teaching methods and structure than the programs offered in kindergarten-level face. In the elementary schools the teachers had to face serious challenges motivate the parents, interest in activity? Ten of their children to take. The teacher took different methods to involve parents in day-to-day classroom and home activity? States. They used to send notes, invitation of parent-teacher meetings, invitation of parental F? Channel meetings and training sessions, st? Constantly directing the parents against? About their children closely. Patricia Brown Clark schl gt before, it’s open very important line of communication between teachers and parents so that parents communicate with teachers and get the latest information from the school activity to keep their children? States. A M? Possibility to involve the parents, the School of the events and the preparation of activity? Ten in the classroom, such as volunteering f? R the libraries to organize effectively as a helper or classroom lunch breaks. The teachers also opt f? R phone calls to the children of H? User to keep in contact with the parents and to get to what extent they f? R help the welfare of their children know. Apart from the above ACTIVITIES T? That assign the teachers home activity? States both f? R parents and their children so that parents stay with their children, verw hnt? And get the children to study at home. However, a bad and disappointing? Experience, deceptive f? R the teachers, when responding to many of the parents had failed as expected. Many of the parents were so ltigt with their official work? Berw? That they hardly take the time necessary for their beloved children.
In addition, it is f? r some parents their training was not positive and character-growth experiences, so they moved it from some distance from the school of their children to keep as well. That made it very difficult and sometimes unm? Like, f? R teachers, participation of parents on weight? To bring you requested level. However, it has the activity? Make ten of the two teachers very fertile parents involved in their children. They were Carlos Valdez, an art teacher and 8th Class class sponsor, and Mike Hogan, the school band director. They did it by involving parents in music festivals and other ceremonies of the school. They proved to be big like Examples? Come to the r k? Nftigen teacher.
When the children are academic development programs prove successful they m? have to two features:
shares 1) developmentally appropriate practice:
A child that scientific progress is clearly appropriate by the practice, which he manages / she reflects, w? during the school day. W? While of? Transition from preschool to Kindergarten, a child, if inclined, given the exact developmentally appropriate practice as a big learning skills and playful language e F?. He developed a strong interest in exploring their environment and interacting (without z? Like) with his parents.
2) Support? caustic services:
To go Ren? the Big Support, which provides the school with low-income family students. The services include health care, childcare and care. This st rkt? The relationship between school and children and creates a vessel? Hl security and confidence among the children. You get to learn that their communities supported a part of their school since the school? Bem caustic services? To help hen, community development.
It is generally believed that the children are good teachers themselves. Your self-initiated strategies to improve their expression, Creativity? T, intellectual, F? Skills and au? Erschulische qualifications. This idea is by documenting the work of young children to Verf? Made supply of Reggio Emilia: proven
“The Reggio Emilia educators highlight young children’s amazing capabilities F? And show that through the unity of thought and F choose? that young children explore their world, represent their ideas, and communicate with others on the h? chsten stand is. ” (Edwards, Pope. C, Springate, Wright.K)
The H? Ans lies in the fact that, as the parents ssten w? That are their sincere commitment to really prove worthwhile, f is ? r their children. The answer lies in the attitude of the children. The degree of involvement of parents, a child’s attitude to his school party? Be assessed Chern, his W? Desires and academic performance. There is a direct relationship between academic performance and attitude to school. Schunk in 1981 had the following idea of aspiration or academic desires:
“level of ambition is as a subjective probability that he or she has a certain Ma? Defined to achieve in education.” (Abu, H. & Maher, M)
As a result, children receive adequate parental care were found to be much more confidence in their academic achievements and W? Nsche than those who could not come to right amount of parental care. The personal involvement of the M? Tter and V? Ter also plays a crucial role in the behavioral development of a child. Students from single-parent household was observed to be less positive attitude towards school and studies show, compared to students from two-parent households. A study of parental care in the investigation directed revealed that despite efforts of the M? Tter sincere Bem? The role of V? Ter could not be ignored, and both as an important foundation f? R the future progress of the child served. This can be proved by the following fact:
According to a recent report from the National Center for Educational Statistics (1997), in comparison to their peers, children involved with V? Ter are better p? Pedagogical activity? States have participated with their parents (eg, visited a museum or historic St? tte have with their parents in the last month), and are more likely to access multiple types of resources at home as well (as measured by the proportion of parents the municipality or Berufsverb? nd or regular? ? ren strength in the community voluntarily future?). (Flouri, E. and Buchanan, A, Pg.142)
The involvement of the parents discussed and implemented in the form of interventions or Pr? Ventionsprogramme who took nothing but Sicherheitsma? Taken to ensure healthy and perfect the education of the child’s weight? be hrleistet. The study uses school and h? Usliche only intervention programs to determine the magnitude? of mental abilities F? found in children from different families. The success of a school-based interventions k? Can be proved —- The Scottish Executive Discipline from the following fact, which is part of “Education Service Improvement Plan 2001-2005″ of Edinburgh was:
Task Force, the f the causes? r bad behavior of the Sch? learning in schools investigated a report of the “better behavior – Better Learning ‘in June 2001. The report contained 36 recommendations f? R Ma? Measures that were then converted into an action plan in 2002. Many of these have implications f? R the Education Authority. (Craigmillar Ristsch? Tz Project)
