Parental involvement in Child Development

Parentalinvolvement in Child Development


Reflectionon the Process of Action Research

Theinvolvement of parents in their children’s education consistentlycontributes towards their academic performance. According toresearch, the development of a child emanates from variousinterrelated spheres of influence namely family, community, andschool. Additionally, the students who get support from their parentsat home tend to portray better performance as opposed to those wholack the support. These factors indicate the significance of parentalinvolvement in their children’s education as a crucial elementaimed at boosting educational development and success in school.Nevertheless, despite the numerous research studies conducted on thisissue, there exist limitations in the extent to which parentalinvolvement contributes to child development. The present process ofaction seeks to determine the effects of various strategies on thelevel of parental involvement with the aim of helping increase levelsof engagement. These will be coupled with the challenges andsuccesses attributed to each policy as well as the role of teachersin realizing the program goals. The aim of the reflection entails theaction research project springing necessarily from the needs andinterests of parental involvement in conducting, interpreting, andredesigning child development.


Myexperience as a teacher initiated the needs for ideas aimed atchanging and developing teaching methods. Some of these ideas sprangfrom a concern to give parents the skills to be actively involved intheir children’s education.However, the achievement of suchplans will require the definition of the phrase parental involvementfor better awareness of the strategies that work effectively. Mybelief from observation entails the fact that parental involvementdescribes the willingness of parents to commit their resources to theacademic arena of the lives of their children (Richardson and Grose,2013). On the other hand, it also includes the direct effortsprovided by parents with the aim of surging educational outcomes oftheir children. Most importantly, the process of action seeks toanswer the question whether incorporating parents into a trainingprogram would aid in boosting a child’s academic performance(Richardson and Grose, 2013). On one hand, it will focus ondiscussing ways in which parents could be encouraged to regularlyparticipate in their children’s academic work. These factors couldbe accomplished through the addition of a questionnaire as well aslogbook inquiries into the already established process of initialassessment and interaction platforms. The questionnaires and logbookinquiries would be filled in by the parents on a regular basis whiletutors will review them. They will focus on home-based involvementwhich includes the provision of homework assistance, discussion ofschoolwork and school-related events as well as the engagement ofchildren in intellectual activities such as visits to the library andmuseums (Richardson and Grose, 2013).

Nevertheless,the research will focus on motivating factors that may lead toparental involvement in education through examining the barriersfaced by parents. However, to acquire such information, the researchwill use questionnaires to determine the parent’s currentperspective on the topic and whether or not they would like to beinvolved. Similarly, the acquisition of such information may occurfrom personal observations, reflections, volunteer trackers and homeactivity logs (Richardson and Grose, 2013). Besides, monitoring ofthe home-based involvement would require home event logs indicatingthe various ways in which parent could intensify their involvement intheir children’s education. The records would include activitiessuch as reading together, practicing skills, frequent communicationwith teachers and discussions of the school day (Richardson andGrose, 2013). Fifteen parents and three tutors will participate inthe pilot project by filling in the questionnaires. The study willfacilitate the assessment of whether logbook processes, as well asother forms of reflection, work for parents and teachers regardinghow they incorporate these processes more efficiently. It will alsohelp the teachers in assessing the effectiveness of the initialassessment and pathway process through reflecting parts of their taskin child development (Richardson and Grose, 2013).

Mostimportantly, the role of a teacher in acquiring the informationincludes a weekly volunteer tracker that helps in trailing thefrequency of parental involvement in the classroom. This would befollowed closely by the duration of the volunteering session as wellas a description of the activities they participated. According toprevious research, successful parental involvement requires activeand ongoing participation in the child’s education through thedemonstration of the commitment to engagement in communication andincorporation into the learning process (Skene, 2012). However, theachievement of such factors encounters challenges such as theperception by schools that most parents does not want to be involved.The problems occur in the fact that most parents lack the know how tobecome involved. Parents on their side bring about the challengesthrough their hesitation to participate in the involvement in theirchildren’s education. This causes a disconnection between thefamily and the school based on issues such as lack of time, priorunsatisfactory experiences and school history (Skene, 2012). The roleof teachers in such instances would involve identification ofconcrete ways for activating the relationship between the family andthe school.

Mostradically, the role of teachers in realizing the program goals wouldrequire the determination of means of enhancing the lives of thechildren through their education. Teachers would thus needempowerment in their ability to collect and use information in makinginformed decisions regarding their students and the school (Ordway etal. 2014). In this stage, teachers should focus on improving thecommunication through structures aimed at ensuring that feedback fromparents becomes actively solicited. These would involve effectiveparent involvement programs that focus on parenting skills designedto assisting parents with understanding the learning needs of theirchildren. These would be followed closely by programs emphasizing onhome-based learning strategies engaging the children and the familywith the school work (Ordway et al. 2014).


Ordway,&nbspM.&nbspR.,Sadler,&nbspL.&nbspS., Dixon,&nbspJ., &amp Slade,&nbspA. (2014).Parental reflective functioning: analysis and promotion of theconcept of pediatric nursing.&nbspJClin Nurs,&nbsp23(23-24),3490-3500. doi:10.1111/jocn.12600

Richardson,&nbspJ.,&amp Grose,&nbspJ. (2013). An action learning approach topartnership in community development: a reflection on the researchprocess.&nbspActionLearning: Research and Practice,&nbsp10(3),254-263. doi:10.1080/14767333.2013.840060

Skene,&nbspC.(2012). Parental involvement in neonatal pain management: reflectingon the researcher-practitioner role.&nbspNurseResearcher,&nbsp19(4),27-30. doi:10.7748/nr2012.