The Role Of Parents In Early Childhood Education

The Role of Parents in Early Childhood Education: A Case Study of Ikea Lagos State NigeriaGlobal Journal of Human Social ScienceVolume XI Issue II Version IMarch 2011representatives of the National Association for theEducation of Young Children (1986) warn against toomuch formal, highly structured education for very youngchildren. These and other writers have called attention tothree major objections to school-based programs. Assummarized by Katz, these objections include: Such programs, because they are to beconducted in schools normally servingelementary-age children, will inevitably adoptformal academic teaching methods that earlychildhood specialists generally considerdevelopmentally inappropriate for under-sixyear-olds. Research reporting positive long-term benefits44of early education programs is based on thekind of high quality of staff and programimplementation unlikely to be duplicated inmost school districts. Others.cite the special risks of public schoolprograms for young black children, suggestingthat such children need comprehensiveprograms that include health, nutrition, socialservices, and parent involvement, as well asinformal curriculum/methods.In addition, writers such as Herman (1984) andPuleo (1988) call attention to the issues surrounding thehalf-day/full-day kindergarten controversy. They notethat some educators and researchers feel that theadditional hours are too fatiguing for young children andthat, in any case, increasing allocated time does notnecessarily enhance program quality. Given this array ofassertions and reservations about preschool andkindergarten programs, it is important to examine whatwell-designed research studies reveal about the longand short-term effects of early childhood education. It isalso important to determine whether different effects areproduced by different models for early childhoodprograms--to determine, for example, whether ,"discovery" models produce superior cognitive andbehavioral outcomes. Finally, we need to determinewhether different populations of students responddifferently to early childhood education in general or toparticular program models. “The relationship of the earlychildhood education research to the general effectiveschooling research is also of interest to teachers,administrators, theorists, and researchers. The effectiveschooling research base developed over the past twodecades tells us a great deal about what school andclassroom practices are effective for students ingeneral”.The series of topical synthesis documents ofwhich this report is a part examines particular topicareas against the backdrop of the general effectiveschooling research to determine points of congruenceand identify any areas where the general and specific 2011 Global Journals Inc. (US)bodies of research do not match. To achieve this, thepresent report invokes the general effective schoolingresearch cited in Effective Schooling Practices: AResearch Synthesis (Northwest Regional EducationalLaboratory 1984). In reviewing the many researchfindings cited in this document, it is important toremember that they did not, for the most part, emergefrom studies conducted with children younger than firstgraders. Many of these studies are therefore notapplicable to these very young children, because thesettings and treatments employed in them representwhat Katz described above as "formal academicteaching methods that early childhood specialistsgenerally consider developmentally inappropriate forunder-six-year-olds."There are, nevertheless, several points ofcongruence between the two literatures, and these willbe noted following a discussion of the research on earlychildhood education.1) General ObjectiveThe broad objective of this study is to criticallyexamine the role, effectiveness and impact of parents inearly childhood education in Nigeria, specifically thegeographical location of Ikeja, Lagos State. The specificobjectives include the following: To examine the impact of parents in earlychildhood years. To investigate if the socio-demographiccharacteristics of the parents have an impact onearly childhood education. To examine the factors affecting parentalinvolvement in early child hood education. To recommend measures to increase the rateand involvement of parents in early childhoodeducation in the study area and also Nigeria.2) Hypotheses to be testedA hypothesis can be defined as a hunch, aneducated guess or logical speculation based onavailable data information relative to a problem or a setof problem under investigation (Izedonmi 2005).It is a proposition made about a population thatis subjected to test in order to determine its validity. It isan intelligible uncertified proposition. In testing thehypothesis of the role of parents in early childhoodeducation the hypothesis below is being deduced; The higher the level of parental involvement inearly childhood education, the higher theeducational performance of the child. The socio-economic characteristics have animpact on early childhood education. The more conducive the learning environmentof the child the higher the educationalperformance.

Previous studies, observations, opinions, andcomments related to the problem under investigation willbe identified and evaluated. More so, the future of anycountry and mankind depends solely on the children. Inorder to achieve this, there must be emphasis laid onthe issue of the role of parents in early childhoodeducation.Children's rights have been argued about forcenturies, and the concept touches raw nerves whenadult decisions and actions are put to the test (StaintonRogers, 2004). 'Rights are entitlements, valuablecommodities' which we 'do not have to grovel or beg toget', according to Freeman (1996, p. 70). Children'srights do not receive widespread public or politicalsupport in New Zealand, and perhaps even less so inAustralia. Children's rights have often been perceived as'a political hot potato', which, rather than advancingchildren's interests, jeopardize them (Melton, 2005, p.655). This is a disturbing state of affairs, which onewould like academics and professionals working onchildren's issues to fight. There is a responsibility foreducation about children's rights to be implemented incountries which have ratified the United NationsConvention on the Rights of the Child (the Convention).Article 42 obliges the state 'to make the principles andprovisions of the Convention widely known, byappropriate and active means, to adults and childrenalike'. It is particularly important, therefore, for earlychildhood teacher education and professionaldevelopment programs to ensure that the principles ofthe Convention are understood and implemented inearly childhood services.Professionals working with children have animportant role in advocating for them: by taking aproactive approach towards recognising the rights of allchildren; and responding by trying to change systems,policies and individuals. Child advocacy involves raisingthe status of children, increasing their self-determinationand the responsiveness and accountability of institutionsaffecting them (Melton, 1987). Professionals should beeducating government and local agencies about theConvention and using it to provide a common basis forunderstanding, and a framework to plan and operateservices for children. Child advocacy is not aboutundermining the role of parents, families or teachers, noris it about denying children their childhood. TheConvention provides legal and ethical grounds on whichto argue for changes to policy in favour of children'srights. Greater collaboration between agenciesconcerned with the rights of children in differentspheres, and even between different countries, could domuch to speed implementation. The Convention is apowerful international treaty, ratified by all but twocountries in the world (US and Somalia), which is beingused proactively in many countries to persuadegovernments and communities to support better policiesfor children. Even if countries do not fully comply withthe Convention, ratification of it signals an intention forthem to progressively implement it and incorporate itinto their domestic law, policies and practice (Ludbrook,2000).The Convention provides an internationallyaccepted standard to be applied to basic human rightsaffecting children. Freeman (1995) argues that, while theConvention is not the final word on children's rights(because it is a result of international compromise); itgoes well beyond any previous international documentsand reflects a world consensus on the status of children.Melton believes that the Convention is unusual in thebreadth of its coverage. Not only is the Convention anearly universally adopted expression of respect forchildren as persons, but it is also unparalleled in itsconceptual breadth. No other human-rights treatydirectly touches on so many domains of life. (2005, p.648). It is a document of reconciliation which treatsparents and children with respect. It has had a majorimpact on other fields, including law, welfare and health.The following quote from the Principal Family CourtJudge in New Zealand, referring to a new law, the Careof Children Act, 2005, illustrates well the differentperspective on children associated with the Convention.Children are citizens and social participants intheir own right. This is a fundamental shift from the oldadage 'children should be seen but not heard'. Nolonger are children to be thought of as the property oftheir parents, unwarranted of consideration until theattainment of adulthood. Children are human beingsand entitled to the same degree of respect as adulthuman beings. . This position of being people untothemselves, while also being dependent on others, isclearly recognised in the pre-eminent human rightsinstrument specific to children. That is the UnitedNations Convention on the Rights of the Child(UNCROC). As the most widely adopted human rightsdocument in history, ratified by 192 countries, UNCROCprovides a powerful backdrop to the Care of ChildrenAct. (Boshier, 2005, p. 7).There are other the Convention articles whichare also important for early childhood education (Smith,2000), but it is participation rights, in particular Articles12 and 13, that are the most challenging. Article 12 saysthe views of children should be taken into account indecisions affecting them (according to age andmaturity). Article 13 says children have the right toexpress their views and to be given information. Article12 is 'the linchpin' of the Convention (Freeman, 1996)which recognises children's personality and autonomy;children as people and not just objects of concern, andthat children must be listened to. Article 13 is equally 2011 Global Journals Inc. (US)45Volume XI Issue II Version ILITERATURE REVIEWGlobal Journal of Human Social ScienceII.March 2011The Role of Parents in Early Childhood Education: A Case Study of Ikea Lagos State Nigeria

The Role of Parents in Early Childhood Education: A Case Study of Ikea Lagos State NigeriaGlobal Journal of Human Social ScienceVolume XI Issue II Version IMarch 2011important in setting out children's rights to give andreceive information. These articles accept that childrenare full human beings with rights and dignity, andaccord respect to their identity (Pufall & Unsworth,2004).Increasing attention has been paid to the earlychildhood years as the foundation of children’sacademic success. The importance of high qualitylearning environments, qualified teachers, and familyengagement with early care and education programshave all been identified as critical factors in enhancingyoung children’s early learning experiences and theirsubsequent educational outcomes (Cost, Quality, andOutcome Study Team, 1995; NICHD, 2000; Peisner46Feinberg et al., 1999). This report focuses on one criticalaspect in supporting high quality learning experiencesfor young children – that of family involvement in earlycare and education programs. Family is the primaryinfluence of young children and sets the stage for howthey grow and develop (Bronfenbrenner, 1986). Themore parents are involved with their children, the morepositive learning and general life outcomes occur(Baker, Goesling & Letendre, 2002).Furthermore, children of involved parentstypically display higher levels of achievement, moreacceptable behavior and greater motivation in school(Keith, 1999). Students who excel academically oftenhave parents who are interested in their children’slearning from an early age and who engage insupportive learning activities, such as rhyming andshared book reading (Wade & Moore, 1998). It isimportant that the key role families play in supportingtheir child’s learning at home and in early care andeducation programs be understood, facilitated, andnurtured across the array of services and programsavailable to young children and their families. Thefollowing report examines this issue particularly as itrelates to the current context of early care and educationin Kentucky;While many studies have focused on “parentinvolvement,” the concept remains unclear, leading touncertainty for many families and early care andeducation providers. Thus, there is no standarddefinition of parent involvement. Rather, the term is usedloosely and is construed in a number of ways. Forinstance, Sheldon (2002) loosely defined parentinvolvement as the investment of resources in childrenby parents. While Coleman and Churchill (1997) providea more descriptive definition stating that familyinvolvement can include many different componentsincluding a program providing emotional support,providing parents with skills and knowledge,communicating about the child with the provider.However, their definition is still quite broad and theyadmit that it is not inclusive. Furthermore, McBride, Baeand Wright 2011 Global Journals Inc. (US)(2002) use the words family-school interchangeably to define the process between schoolsand families that enhances learning for the children. Theinterpretation of parent involvement is highly dependenton the individual beliefs and expectations of eachperson concerned. Often, the beliefs and expectationsbetween families and early care and educationprograms are not shared collectively. This often causesconfusion as to what role each is to play in the care andeducation of children, which can ultimately lead todecreased involvement.With the understanding that parent involvementis highly individualized, a broad approach to definingparent involvement is more likely to encompass the fullextent of beliefs and expectations presently held byfamilies and providers. To that end, Epstein (2001)suggests that the relationships and interactions amongfamily members, educators, community, and studentsare similar to partnerships. Dunst (1990) presents afamily-centered approach, one where a child’s growthand development is nurtured by the overlappingsupports of parents, family, community, and childlearning opportunities, as most effective for successfuloutcomes. Both Epstein and Dunst present thepartnerships between families and providers as anopportunity for shared responsibility for facilitating thegrowth and development of children.Following a comprehensive approach ofinvolvement for family and professional partnerships,Epstein (2001) describes six types of involvementincluding parenting, communication, volunteering,learning at home, and decision making, andcollaborating with the community. Each type ofinvolvement comprises various components (see Table1). Families and educators can work together to developgoals and establish the best possible practices that aremeaningful and appropriate for both parties.Table 1 Components of Epstein’s Six Types ofInvolvementType Of ing at HomePurpose/GoalHelp all families establish homeenvironment to support children asstudentsDesign effective forms of school-tohome and home -to- schoolcommunications about schoolprograms and their children’sprogressRecruit and organize parent helpand supportProvide information and ideas tofamilies about howto help students at home withhomework and other curriculumrelated activities, decisions, and

The Role of Parents in Early Childhood Education: A Case Study of Ikea Lagos State NigeriawithAn increasing number of young children areinvolved in early care and education programs. TheChildren’s Defense Fund (2001) reports that 13 millionpreschoolers participate in child care each day. Thisincludes 6 million infants and toddlers. The U.S. CensusBureau (2002) reported that in 1997 63% of childrenfewer than 5 years of age attended some form of regularearly care and education arrangement an average of 37hours each week. In Kentucky, 103,000 children accessthe child care system on a daily basis, includingapproximately 16,000 children ages 3-4 serviced byHead Start and about 21,000 children serviced by KERAPreschools (K. Townley, personal communication, July22, 2003). Many young children who are considered “atrisk,” as defined by their family income level, receiveservices through either federal program, such as HeadStart, or through state supported programs such as theKentucky Education Reform Act (KERA) preschoolprograms in Kentucky. Thus, many Kentucky familiesare currently accessing some type of early care andeducation program. Although these programs vary inmany ways, they all have the potential to provide thefoundation for successful parent-school partnerships forKentucky families.Despite the number of children in early care andeducation programs, most research concerning parentinvolvement is focused on families with children in theschool system and for school-age children in particular.It is essential that the foundation for familyschool/program partnerships is nurtured early in achild’s educational experience in an effort to enhancefuture family-school partnerships as well as optimizechildren’s educational success. Although the schoolbased research provides insight to parent involvement,several differences exist between early care andeducation programs and school-based programs, whichcan affect the nature of parental involvement. Thesedifferences stem from both the ideological differencesthat have historically served as the catalyst for theemergence of these programs, as well as their fundingand current structure of operation. Specifically, publicschool programs are an entitlement to all children whoreside in the U.S. and are seen as the primary vehicle tosupport children’s formal education and preparation forsociety. Although varying philosophies and approachesa) Theoretical Frameworki)Family Systems TheoryFamily Systems Theory proposes that familiesare interconnected units in which each member exerts areciprocal influence on the other members (Boss et al.,1993). Thus, each member of a family is affected by thefamily system in which they participate (Berger, 2000).Changes occurring in any part of the family system,such as a parent losing a job or a child switchingclassrooms, affect and initiate changes within othermembers of the family. Thus, early care and educationprograms can expect to see changes in children basedon what happens within the family system. Likewise,families can anticipate changes in their child based onwhat takes place within the program. Therefore, it isessential that parents are involved with what ishappening with the child while in the program, as well asfor the program to stay informed of what is happeningwith the family.There are many factors that influence a family’sability to both facilitate a child’s growth anddevelopment and participate in parent educationprograms. Issues of diversity, communication, meetingpreferences, resources, time, knowledge, and personnelaffect family involvement. Issues of diversity can befound throughout the majority of research regardingparent involvement. In recent research, diversity is mostcommonly discussed in terms of race, socioeconomicstatus (SES), parents’ educational level, and familystructure (Desimone, 1999; Bruckman & Blanton, 2003).While there are disagreements within the currentliterature about the degree of influence these factorshave on parent involvement, there is consensus thatthey are influential. Race and ethnicity have also been afocus of many studies of family involvement, specificallyCaucasian, African, Hispanic, Latino, and AsianAmerican families. Most often, findings suggest thatparent involvement programs fail to serve minoritygroups, groups that are not Caucasian and/or middleclass and that programs that are designed around theneeds of Caucasian, middle class parents do notefficiently serve other groups. This leads to feelings ofdiscomfort and disconnection among parents ofminorities, which minimizes their chances ofparticipation. Crozier (2001) has contended that parentinvolvement strategies will ultimately fail until the needsof ethnic minorities are recognized and addressed.Although it is necessary to recognize the needs ofparticular groups, it is also important to avoid restrictingpeople to specific categories. Placing stereotypes onindividuals may potentially suppress the uniqueness ofindividuals in minority groups (Jordan, Reyes-Blanes,Peek, Peel, & Lane, 1998). 2011 Global Journals Inc. (US)March 2011CollaboratingCommunityInclude parents in school decisions,developing parent leaders andrepresentativesIdentify and integrate resourcesand services from the community tostrengthen school programs, familypractices, and student learning anddevelopment47Volume XI Issue II Version IDecision Makingcan be witnessed throughout the public school system,their funding structure is essentially similar and securedby a combination of federal and state funding.Global Journal of Human Social Scienceplanning

The Role of Parents in Early Childhood Education: A Case Study of Ikea Lagos State NigeriaGlobal Journal of Human Social ScienceVolume XI Issue II Version IMarch 2011In addition to ethnicity, education and SES arecommonly examined as it relates to family involvement.U.S. Census Bureau (2000a) indicates that 28.6% ofadults over the age of 25 have a high school diploma orhigher while 15.5% have a bachelor degree or higher.Increasing parents’ educational levels and knowledgehas been shown to lead to an increase in their children’sknowledge, thereby decreasing the disadvantageouslives that some families lead (Bauer and Barnett, 2001).According to Bauer and Barnett (2001), theUnited States has one of the highest percentages ofchildren in poverty among develope

early childhood education in Nigeria, specifically the geographical location of Ikeja, Lagos State. The specific objectives include the following: To examine the impact of parents in early childhood years. To investigate if the socio-demographic characteristics of the parents have an impact on early childhood education.