Influence Of Parental Education On Communication Pattern Of Children In Public Primary Schools
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Influence Of Parental Education On Communication Pattern Of Children In Public Primary Schools
Chapter one
INTRODUCTION.
1.1 HISTORY OF THE STUDY.
Good communication skills remain the basis of learning, emotional development, and socialisation throughout a young person’s education and into the job. Young people require strong speech, language, and communication abilities in order to pursue a diverse range of life opportunities.
Most young people’s communication patterns continue to evolve throughout school and into adulthood. They learn the abilities required to solve problems, form productive relationships, bargain, and tell jokes. As a result, there is a relationship between parental communication patterns and those of their children.
Several recent studies found that parents with low literacy levels are less likely to help their children with reading and writing (Williams, Clemens, Oleinikova, and Tarvin, 2003; Parsons and Bynner, 2007); feel less confident in doing so (Williams et al., 2003);
have children who read for pleasure (Parsons and Bynner, 2007); and have children with lower cognitive and communicative skills (De Coulon, Meschi, and Vignoles, 2008). These links have been challenged.
Parental context and continuous support may be more significant than skill transfer for their children’s literacy development (Auerbach, 1989, p. 171). Parental education level influences young children’s communication patterns.
The cognitive development of babies aged 12 to 27 months is correlated with their parents’ level of education (Roberts, Bornstein, Slater, and Barrett, 1999).Despite the significance of communication, some parents’ education has had some influence on their children’s communication patterns.
Parental education has a substantial impact on children’s communication patterns throughout adolescence and maturity. Parents continue to provide crucial social, emotional, and academic support.
Parents frequently have various perspectives on their children’s communication abilities and needs as their knowledge of them grows over time, so maintaining a good home-school interaction is essential. However, this is sometimes difficult because contact with school decreases as students progress through elementary school.
The home is critical. Parents have the biggest influence on their children’s academic progress by supporting their learning at home rather than supporting school activities. Early action is essential. The earlier parents become involved in their children’s literacy activities, the more powerful and long-term the consequences.
Children learn long before they begin formal education. Parents are a child’s primary educators. A child’s family and home environment have a significant impact on his or her communication patterns and academic progress. This influence is strongest in the child’s early years, but it persists throughout their school years.
Parents reading to babies and young children have a significant impact on their communication patterns. Reading to their children during the preschool years is thought to be a key predictor of literacy progress (Weinberger, 1996). Consequently, an uninformed parent may be unable to read to their children.
This parental activity is associated with strong evidence of benefits for children, such as communication growth, reading achievement, and writing (Bus, Van Ijzendoorn and Pellegrini, 1995; Brooks, 2000), the enhancement of children’s language comprehension and expressive language skills, listening and speaking skills, later enjoyment of books and reading, understanding narrative and story (Wells, 1987; Crain-Thoreson and Dale, 1992; Weinberger, 1996).
Parental involvement in their child’s reading has been identified as the most important predictor of language and emerging literacy (Bus, Van Ijzendoorn, & Pellegrini, 1995). Children who are read to at a young age are more likely to like reading as adults (Arnold and Whitehurst, 1994).
Story reading at home improves children’s language comprehension and expressive language skills (Crain-Thoreson and Dale, 1992). Oral language developed by parent-child reading predicts later writing development (Crain-Thoreson, Bloomfield, Anthony, Bacon, Phillips, and Samwel).
1999).
Parents who introduce their newborns to books offer them an early start in school and an advantage over their colleagues throughout primary school (Wade and Moore, 2000).
Many background variables influence the impact of the family and home environment (such as socioeconomic status, family size, and so on), but parental attitudes and behaviour, particularly parental education in home learning activities, can be critical to children’s achievement and can outweigh the effects of other factors.
To put it plainly, the problem of this study is: what is the influence of parents’ education on the communication patterns of primary school students in Lagos metropolis?
1.2 Statement of the Problem
Primary school pupils’ lives are undoubtedly a period for speech and language development, so communication patterns should be of primary concern to both parents and teachers.
In many cases, elementary school pupils in Nigeria do not comprehend the importance of excellent communication patterns, and parents have failed to sensitise their children about the importance of correct communication patterns.
Schools have also failed to incorporate communication patterns into the primary school curriculum in Nigeria. As a result, ignoring the importance and role of effective communication with a child throughout his or her adult life.
1.3 PURPOSES OF THE STUDY
The study’s overarching goal is to look into the impact of parental education on communication patterns among public primary school kids in the Lagos metropolitan area.
1.4 PURPOSE OF THE STUDY
Specifically, the study aimed to
1. Assess the impact of parental education on their children’s communication patterns.
2. Determine the communication habits of children who are read to by their parents versus their peers who are not read to.
3. Determine how parent-child communication patterns affect in-school children’s academic progress.
1.5 RESEARCH QUESTIONS.
To achieve the aforementioned goals, the following research questions were posed.
1. To what extent does parental education affect children’s communication patterns?
2. What is the difference in communication patterns between children who are read to by their parents and those who are not?
3. How do parent-child communication patterns affect their primary school children’s academic achievement?
1.6 RESEARCH HYPOTHESIS.
1. There is no substantial difference between parental education and children’s communication patterns.
2. There is no substantial variation in communication patterns between read-aloud children and their classmates who are not.
3. There is no substantial relationship between parent-child communication patterns and primary school children’s academic achievement.
1.7 Significance of the Study
The study has theoretical significance since it supports Albert Bandura’s social learning theory, which views human relationships as a fundamental unit of learning through observation, imitation, and modelling.
Parents and significant individuals in the child’s social life should recognise that the child learns best through observation and modelling. This study supports parental education by examining how it effects children’s communication patterns.
1.8 Limitations of the Study
This study was conducted by the Kosofe local government in the Lagos metropolitan, which is located in the South West area of Nigeria in West Africa. The study will only include primary 5 students from chosen schools in the Kosofe local government.
1.9 Operational Definition of Terms:
1.Parents
A parent is someone who has a child.
2. Education.
– The process of obtaining or providing systematic education, typically at a school or university.
– An enlightening experience.
3. Parental Education
The process of obtaining or providing systematic teaching, often at a school or university by parents.
4.Communication
Communication is defined as the transfer of messages from one person to another and can take many forms, including intrapersonal, interpersonal, group, and mass communication.
It is also the act or instance of communicating; the transmission or exchange of information, ideas, or emotions.
5. Communication pattern.
Communication patterns. A set of behaviours by which people constantly endeavour to communicate meaning to another.
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