The Study on Parental Involvement and Its Key Findings
The educational process of Pre-K4 classrooms is characterized by the emergence of difficulties, especially when learning reading skills. To limit these possible problems, studies suggest involving parents in the process of teaching new knowledge. The article by Porter Decusati and Johnson, “Parents as Classroom Volunteers and Kindergarten Students’ Emergent Reading Skills,” provides valuable insight into the effectiveness of this measure. The study of the key points, implications, and applications of this scientific paper will give a complete understanding of how beneficial the involvement of parents in the appeal is.
The primary purpose of this research work is to provide evidence that the presence of parents in the education of kindergarten children has a positive impact on their literacy. It is stated that “considerable research indicates that parent involvement in education is an important component in school success and is correlated with increased attendance and achievement and fewer behavioral problems” (Porter Decusati & Johnson, 2004, p. 235). In addition, the study showed that the arrangement of lessons during the day has no particular differences in the effectiveness of tasks or memorization of information.
The next important key point of this study is the indication of a slight correlation between child gender and research-group membership. Hence, these indicators did not affect such aspects as academic performance and interaction. In addition, more than 85% of the children surveyed said that they were glad to have their parents present, and those whose caregivers were absent did not feel significant sadness from this fact and justified adults (Porter Decusati & Johnson, 2004). Despite the positive results, it is noted that this area of research requires further examination to gain an empirical demonstration of the benefits of parent participation.
Parental Engagement: Implications and Alternative Approaches
The topic of studying the influence of parents’ presence in the process of teaching children is of particular importance to educators. This is because the application of this intervention in practice can significantly improve children’s literacy levels. The main implication may be the development of programs that will involve caregivers in the learning process.
However, the main problem is that not all parents have the opportunity to attend classes directly. Therefore, educators are deprived of the opportunity to apply the proposed approach effectively, and there is a need to create alternative approaches. Thus, an alternative approach can be developed to spread awareness among parents about the benefits of involving a child in the learning process. Adults, in the absence of the possibility of attending lessons, can pay attention to working with a child at home. It is possible to introduce home reading programs for such children, which will involve reading books corresponding to the curriculum.
Thus, in the presence of adults, children can assimilate the information provided to them faster. For a teacher, the implication can also be the involvement of adult volunteers in the learning process. This is because, to comply with ethical and safety concerns, it is necessary to constantly monitor how individuals interact with children. This is because to attract strangers to the child, educators should make sure that adults do not pose a danger to children and that this intervention satisfies the parents of students. Therefore, teachers take on additional responsibility for children and people who decide to become volunteers in the learning process.
Personal and Professional Perspectives and Practical Applications in the Classroom
The next step is to consider the article from a personal and professional lens. From a professional point of view, it can be argued that “parent classroom volunteers are the ‘unsung heroes’ who extend the teacher’s ability to help children more effectively build the foundations of reading and writing” (Porter Decusati & Johnson, 2004, p. 243). This is because, first of all, children feel more comfortable with their caregivers. Thus, the efficiency of the process of learning new information increases.
Moreover, another positive aspect of the presence of parents for teachers in the classroom is to ease the load. Educators can perform better in controlling the process of assimilation of new knowledge. From a personal point of view, the article is of particular value for drawing attention to parent engagement in kindergarten. This is because “school practices and policies must be family-friendly to reduce logistical barriers that often exist” (Porter Decusati & Johnson, 2004, p. 244). In other words, parents can reduce the expenditure of resources on transportation and babysitting services or reduce other expenses related to education.
The information provided in the article may have several benefits in practical applications to PreK-4 classrooms. The authors emphasize that “parents can serve as co-teachers by mediating young children’s acquisition of literacy concepts and word recognition skills, unlike letter recognition skills, whichwere sensitive to the manipulation” (Porter Decusati & Johnson, 2004, p. 242). Therefore, the first application may help in reading aloud and engaging children in discussions.
Moreover, caregivers can contribute to improving children’s skills through one-on-one reading. They can help children sound out words, practice fluency, and build comprehension skills. The main positive side of this practice is the increase in children’s confidence and the creation of a comfortable environment for learning new information.
Reference
Porter Decusati, C. L., & Johnson, J. E. (2004). Parents as classroom volunteers and kindergarten students’ emergent reading skills. The Journal of Educational Research, 97(5), 235-247. Web.