Influence of Parental Care on Preschools Learning Outcome in Nsukka Local Government
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Influence of Parental Care on Preschools Learning Outcome in Nsukka Local Government
Abstract
The study focused on the impact of parental care on pre-school learning outcomes in the Nsukka local government. Four objectives were proposed: to investigate the impact of parents on preschool pupils’ learning outcomes, to investigate whether the socio-demographic characteristics of the parents have an impact on preschool pupils’ learning outcomes
to examine the factors influencing parental involvement in early childhood education, and to recommend measures to increase the rate and involvement of parents in preschool pupils’ learning outcomes.
A total of 77 replies were received and authenticated from enrolled participants, with all respondents picked from primary schools in Nsukka, Enugu state. The hypothesis was investigated using the Chi-Square statistical program (SPSS).
The first chapter explains the study’s purpose.
The goal of this study is to critically investigate parental caring and student learning outcomes in school. The precise objectives are as follows:
To investigate the influence of parents on early childhood preschool students’ learning outcomes.
To see if the parents’ socio-demographic traits influence their preschool children’s learning outcomes.
To investigate the factors that influence parental involvement in early childhood education.
To offer strategies to boost parents’ involvement in their preschool children’s learning results.
Chapter Two: Literature Review (Theoretical Framework).
Family System Theory
According to Family Systems Theory, families are interrelated units with each member exerting a reciprocal influence on the others (Boss et al., 1993). Thus, each member of a family is influenced by the family structure in which they engage (Berger, 2000). Changes in any area of the family system, such as a parent losing a job or a child changing schools, have an impact on and instigate changes in other members of the family.
Thus, early care and education programs might anticipate to detect changes in children as a result of family dynamics. Similarly, families might predict changes in their child depending on what occurs during the program.
As a result, it is critical that parents are informed about what is going on with their child while in the program, and that the program is kept up to date on what is going on with the family. Many factors influence a family’s ability to support a child’s growth and development while also participating in parent education programs.
Diversity, communication, meeting preferences, resources, time, knowledge, and personnel are all factors that influence family involvement. The majority of research on parent participation includes issues of diversity. Recent research has primarily examined variety in terms of ethnicity, socioeconomic position (SES), parents’ educational level, and family structure (Desimone, 1999; Bruckman & Blanton, 2003).
While there is dispute in the current literature on the extent to which these characteristics influence parental involvement, it is widely agreed that they do. Many studies of family involvement have also focused on race and ethnicity, particularly among Caucasian, African, Hispanic, Latino, and Asian Americans.
Most frequently, data indicate that parent participation programs fail to assist minority groups, groups that are not Caucasian and/or middle class, and that programs created to meet the needs of Caucasian, middle-class parents do not effectively serve other groups. This causes uneasiness and estrangement among parents of minorities, reducing their possibilities of engagement.
Crozier (2001) contends that parental participation programs will fail unless ethnic minorities’ needs are recognised and addressed. Although it is crucial to recognise the needs of distinct groups
it is equally critical to avoid limiting people to narrow categories. Stereotypes might potentially suppress the distinctiveness of individuals in minority groups (Jordan, Reyes-Blanes, Peek, Peel, and Lane, 1998).
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