Involvement [parental] is shown to have a positive impact from early childhood education through to

the senior years of schooling, when it matches changing developmental needs Bottrell and Goodwin
(2011) state, identifying that parents impact a childs education. The attitudes of families can be
moulded by teachers, and given the right interactions, can even promote families to remain active in the
education system. Before any relationship can be built, teachers must first identify the diversity that is
amongst their students and subsequently their families too. With this knowledge teachers should redirect
their efforts to creating supportive family environments.
The dramatic diversity found between families can create challenges for teachers. Children living in
low-income families are found to be more vulnerable to a range of educational issues. They are at
significant risk of school failure, learning disabilities, behaviour problems, developmental delay, and
severe health impairments (Sheridan, Knoche, Kupzyk, Edwards, & Marvin, 2011). Parents also shape
a childs perception of schooling, based around their own preconceived notions of education. Parents
who have a higher level of academic success are more likely to provide their children with supportive
home learning environments that promote academic success (Magnuson & Shager, 2010), thus
furthering the gap of education. Divorce or separation of parents can also create inequality in
education with Epstein and Dauber (1991) presenting their findings, which suggest that non-residential
parents can find it difficult to remain involved in the education system. Children with both parents
involved in their schooling will do better than children with only one parent involved (Epstein &
Dauber, 1991).
Whilst parental involvement may lead to improved learning, children also experience the opportunity to
develop personal attributes valued by society. Sheridan, et al declares (2011) social assertiveness, selfdirectedness and communication with peers is more deeply developed when parents are in close
working relation to teachers. When parents are involved, families are able to better educate their
children; reinforcing models of learning that are commonly used in the classroom (Herold J, 2011). As
families become more effective educators, lessons from the teacher are reinforced more consistently,
both in the school, and at home. Even aligned with the effects of social class, family size and level of

parental education are considered; parental involvement still has a greater impact on a childs education
(Flouri & Buchanan, 2004).
When it is recognised that the effects of family involvement are the most significant ones, the teachers
first priority should become the focus of involving all families (Paratore, 2005). Effective teachers are
committed to parental involvement, as they recognise that parents have much to contribute to their
childs development (Jan Herold, 2011). To create a learning environment in the classroom that will
encourage the childrens learning, families must be involved. Teachers are able to design curriculums
that aim to invite parents into their childs learning. Family is the primary system as it is generally a
lifelong resource; it is the most important within education. Teachers should be continuously striving to
involve parents, creating ongoing relationships, that have one common focus; a childs education.

When partnerships have been established in the classroom, parents will begin to learn from teachers,
and teachers can learn from parents. The two most important developmental systems to influence
young children are families and schools (Sheridan, et al, 2011). With parents and teachers working
towards a common goal, behaviours that support students autonomy and curiosity will set up a better
quality of education. Only when parental involvement is maximised can positive learning environments
be used to create long term impacts upon childrens education.

Reference
Bottrell, D., & Goodwin, S. (2011). Schools, Communities and Social Inclusion. Melbourne; Palgrave
Macmillan.
Epstein, J. & Dauber, S. (1991). School programs and teacher practices of parent involvement in inner
city Elementary and Middle Schools; The Elementary School Journal. 86, 289-305.
Flouri, E. & Buchanan, A. (2004). Early father's and mother's involvement and child's later educational
outcomes. British Journal of Educational Psychology, 74, 141-153.
Jan Herold, (2011), Literacy Learning: the Middle Years: Beginning and Struggling Readers: Engaging
Parents in the Learning Process, 19 (3), 40-50.
Magnuson, K., & Shager, H., (2010), Children and Youth Services Review Early education; Progress
and promise for children from low-income families, Elsevier Journal Ltd. Retrieved from
University of Wisconsin-Madison website, www. elsevier.com/locate/childyouth
Paratore, J.R. (2005). Approaches to family literacy: Exploring the possibilities; The Reading Teacher,
59(4), 394396. Retrieved from the University of Canberra E-Reserve.
Sheridan, S., Knoche, L., Kupzyk, K., Edwards, C., & Marvin, C., (2011). A randomized trial
examining the effects of parent engagement on early language and literacy: Journal of School
Psychology. Society for the Study of School Psychology, Elsevier Ltd. Retrieved from The
Getting Ready Intervention Journal homepage; www.elsevier.com/locate/Jschpsyc