The involvement of parents in their children’s education

Abstract
It is undeniable that there is a correlation between parents’ involvement in children’s education and the learning outcomes. The present annotated bibliography reviews evidence to support these assertions, focusing on five journal articles and their contribution to the argument that parents should be actively involved in their children’s early education. Using evidence from research articles that apply both primary and secondary sources, the annotated bibliography shows that the selected sources provide valuable information. Also, it shows that relevant and pertinent information has been included in after identifying and synthesizing the evidence supporting parent’s inclusion in their children’s education. Besides that, it acts as evidence of the collection of informed literature considering specific and identifying factors, thereby ensuring that the collected information is from relevant and valid sources. In this respect, the five reviewed journal articles have been considered as supporting the proposal of supporting parents’ involvement in the early education of their children so as to improve their learning outcomes even within the school environment.

Annotated Bibliography
Caesar, L. G. & Nelson, N. W. (2013). Parental involvement in language and literacy acquisition: A bilingual journaling approach. Child Language Teaching and Therapy, 30(3), 317-336.
This is a 20-page journal article that applies a quantitative research approach to evaluate the involvement of parents in their children’s education.

In fact, it seeks to show that it is possible to improve literacy skills among Spanish-speaking children of migrant workers. With a participant’s group of 19 children assigned to experimental and control groups, the authors showed that parents’ contribution towards instruction of bilingual children went some way into improving their language scores in school. The results of the journal article will be useful to the current research in showing that the best academic results can be achieved by including parents in the literacy instruction of their children. This would be especially useful when mentioning children and parents from bilingual communities who must learn English as a second language along with their mother tongue as the first language. Other than calling for the inclusion of parents in the children’s instruction, the article would be useful in arguing for parents to generate education content that would then be incorporated into formal classroom instructions so as to guarantee the best results.
Nichols, S., Nixon, H. & Rowsell, J. (2009). The ‘good’ parent about early childhood literacy: Symbolic terrain and lived practice. Literacy, 43(2), 65-74.
This is a ten-page journal article that reviews the position that parents play in the literacy development of their children. Applying a qualitative research design that focuses on secondary evidence, the authors shows that there is a distinction in the results for represented and lived parentage with regards to education outcomes for children. Overall, the article shows that lived parentage offers the best results for children’s education through multiple discursive practices and identities that manage literacy and learning within the family context from a very young age. The article is useful to the present research study by demonstrating that active participation by parents in the care of their children cannot be substituted with aid from other quarters. Also, it will be used to indicate the importance of parents within the education process, showing that they are necessary to ensure favorable outcomes for the children by facilitating their literacy and learning experiences.
Rowe, M., Denmark, N., Harden, B. & Stapleton, L. (2016). The Role of Parent Education and Parenting Knowledge in Children’s Language and Literacy Skills among White, Black, and Latino Families. Infant and Child Development, 25(2), 198-220.
This is a 22-page journal article that talks about the role of parents in infant and childhood development. Focusing on ethnic differences among 6,150 participants recruited in a qualitative cohort study, the authors show that the parents’ education levels and ethnicity played an important part in their evaluation of their children’s development. In the article’s conclusion, the authors recommend that parents’ education levels be improved with the focus being on Latino families. The results of this article will be useful to the current research study by providing evidence to show that, other than socio-economic factors, the parents’ education level has a bearing on children’s education at home. Besides that, it would be useful in making recommendations for focus on particular population segments due to demographic peculiarities as a way of harmonizing children’s education at home as a way of ensuring that equality is realized within the early childhood education system.
Skibble, L. E., Bindman, S. W., Hindman, A. H., Aram, D. & Morrison, F. J. (2013). Longitudinal Relations between Parental Writing Support and Preschoolers’ Language and Literacy Skills. Reading Research Quarterly, 48(4), 387-401.
This is a 15-page journal article that reviews the correlation between support offered by parents and their children’s performance in school through a primary research study. In this case, the researchers recruited 77 parents and their pre-school children, subjecting them to different writing instructional approaches with video appraisals. The results of the study indicated that parental support was important in children’s writing education since it augmented their teachers’ efforts. This journal article is relevant to the current study since it will be used to demonstrate the importance of parents within the education process. Also, it will offer evidence to show that parents should be included in the instruction process to improve education outcomes among children thereby arguing for the inclusion of the whole family within the education process.
Sloat, E. A., Letourneau, N. L., Joschko, J. R., Schryer, E. A. & Colpitts, J. E. (2015). Parent-mediated reading interventions with children up to four years old: A systematic review. Issues Compr Pediatr Nurs., 38(1), 39-56.
This is an 18-page journal article that reviews the correlation between the literacy and academic skills and achievement of children less than 5 years of age. In this case, the authors concede that parents are the first teacher’s children come into contact with, although not all of them have the capacity to offer an adequate early literacy foundation. For that matter, it supports the need to foster emergent literacy development. In their discussions, the researchers evaluate the need to increase the amount of time that parents spend with their children in literary pursuits. Applying a qualitative research approach that is based on secondary data and past publications, the research shows that there is a need for parents to spend more time with their children in literary pursuits through reading exercises so as to improve their literacy and academic results. This journal article will be useful to the current study in supporting the need for parents to be engaged in their children’s academic development at home, by spending more time with them and reading to them on a regular basis. Also, it will be used to support the need for reading promotion programs for both parents and their children.