The literacy level of children can be influenced in a variety of ways from a family involvement perspective. Ideally, a high level of involvement of family members from a kindergarten level to the fifth grade increase literacy in children. The children should be monitored constantly including parent teacher seminars, classroom visits, attending of performances in schools as well as social events like trips and volunteer work have a high likelihood of fostering literacy in children. The influence should emanate from a dynamic process thus change within families over a period. Intermittent involvement often heightens child literacy highly as they encounter a variety of challenges and ready support in their parents and caretakers. Therefore, positive involvement is critical in boosting the feelings of children towards literacy. Children begin to feel much better and concerned towards their education when their parents and caretakers get concerned towards their education.
Therefore, involvement of families in the education of their children is critical in child literacy development as exemplified by the Bronfenbrenner & Vygotsky model (Wasik & Barbara, p. 12). However, one factor that hinders family involvement is a poor income. Many families are low-income earners and often have many responsibilities that they hardly have the ability to focus on such interest in their children. Therefore, family involvement may be great and needed in such critical situations but unless the families have the financial capabilities, the children will still have little efforts from their parents. Therefore, school authorities should start having programs that include parents and caretakers in the school activity as this increases the level of participation of the children. The school must have the ability to create a collaborative climate that encourages the parents to come to the school unhindered.
Reference
Wasik, Barbara H., ed. Handbook of family literacy. Routledge, 2012.
