Parental presence motivates children. When fathers, mothers, and close family members are engaged in the school activities of toddlers, preschoolers, and grade school children, the kids feel good about themselves. After all, they are at this stage when the source of affirmation is their family. Just thinking that mom will be happy with the kid’s drawing motivates a little boy to make a school project colorful. The knowledge that Dad is watching his daughter’s first soccer game gives a boost to that little girl’s kick to the ball.
In line with the school’s objective of increasing the families’ engagement with the children’s academic activities several approaches in assessing children’s assessment are currently being tested. One of these is the portfolio method which can be utilized in the preschool classes. A child’s portfolio is a compilation of different kinds of assessments, either informal assessment or results of performance assessments, that would indicate what the child has learned during the year (Wortham, 2012).
In the past the schools in the US have focused entirely on the academic performance of children and their progress are manifested in report cards. However, there has been a shift to the developmental approach. This approach takes into account the environment to which the child lives in. Environmental factors contribute to the child’s capacity to learn. How motivated a preschooler is to learn new songs or to write her ABCs are in part affected by the messages her family is conveying. Most often it is those non-verbal messages that are most “heard.” For example, when a mother takes a leave of absence from her work to attend a parent-teacher conference, that gives out the message of caring enough, being interested, wanting to know about the child.
Being engaged is more than just becoming involved with your children’s school activities. Your engagement “offers opportunities for transformational beneficial change – for the school, for the community, for the family and for the student” (Ferlazzo, 2009). Be engaged and be an active part of your child’s progress for life.
Engaging parents means facilitating so that parents recommend activities that both school staff and parents can do as partners in improving the children and their communities. From birth to 8 years old children can benefit from parents being engaged in their children’s school progress.
For example, children at 5-7 years old have already gained good pencil control and can begin to write well and draws well. Parents can encourage this development by asking children to write out the grocery list or asking kids to draw the card for Grandpa. Emotionally, they are also more confident and independent. When they take on a task, they would certainly want to excel on that. In support of this focus and independence parents need to show support and encouragement especially in instances when school projects seem to become too overwhelming.
Younger children, those from 18 months to three years are in the stage of rapid language development where most tend to repeat a lot of words and practice using such words. They also tend to become more interested in listening to stories. Parents can supplement language learning in school by continuing the bedtime stories. This time, since children tend to interact more and make use of their thinking skills, they can be asked to predict the ending of the stories. They can even be asked to make alternative endings to familiar stories. Asking these kids what went on in school and asking to explain why the teacher asked them to push back their chairs or put back their crayons are ways for parents to supplement classroom activities.
Parent engagement means facilitating parents to engage their kids in age-appropriate activities. Four to eight years olds benefit from activities like puppet-making, collage, junk modeling, and solving jigsaw puzzles. One to four year-olds would be able to refine their motor skills when they do finger-painting, and use play-dough and modeling. Aside from being fun, these activities can develop their hands preference and strengthen their fingers. Those from six-months to one year would definitely enjoy bright colored objects and bath toys. All of which would definitely end on their mouths thus, these need to be of safe materials.
The child’s development during the school years will benefit from parents engagement. Check out if you are already a parent engaged in your child’s progress by ticking on the checklist above. Why don’t your try any of the above-mentioned activities?
Parenting does not end at the front door. When your child feels your presence in school, they will be motivated to perform better in school. Parents engagement from birth to the age 3, certainly, keeps children secure and motivated. Their parents? Definitely happier.
References
Wortham, S.C. (2012).Assessment in Early Childhood Education, 6th ed. Boston: Pearson Education Inc.
Ferlazzo, L. (2009). Parent Engagement or Involvement? [blog] September 29. Parent Involvement Matters. Retrieved from
Sharman, C., Cross, W. & Vennis, D. (2004). Activities to assist curriculum planning in order to promote developmental progress. In C. Sharman, et al. Observing Children: A Practical Guide. London: Continuum, pp.108-124.
Sharman, C., Cross, W. & Vennis, D. (2004). Developmental milestones from birth to 8 years. In C. Sharman, et al. Observing Children: A Practical Guide. London: Continuum, pp.125-153.
