Abstract
Parents' involvement in their children's schooling is associated with children's school success, with the positive effects of parent involvement having now been demonstrated. Many researchers have emphasized that family or parental involvement is essential to ensure healthy child development such as cognitive, intellectual development, academic achievement and psychological adjustment in school settingsThere is a growing body of literature considering on parental involvement in education and this study has been focused on the effects of parental involvement that have the strongest relation with achievement and how the parents can be more involved in school activities. The current study conducted a review and discussion on parental involvement in education and school activities how and which types of parental involvement are related to achievement.
Highlights
The family has long been recognized as the primary support system and socializing institution for children; the better the family operates, the more likely that a child will develop in a healthy manner
Relationships in families where the amount of time individuals spend time with other member of family and the impact that the family has on preparing the children for adolescents and adult life
It is considered that the kind of parenting appears to promote optimal child development and to provide such developmental care in different period time
Summary
The family has long been recognized as the primary support system and socializing institution for children; the better the family operates, the more likely that a child will develop in a healthy manner. Smith, Perou and Lesesne (2002) claimed that the quality relationship between parents and their children was one of the most powerful issues in child development. The importance of establishing effective home-school partnership is supported conceptually by Bronfenbrenner’s ecological theory for understanding child behavior and individual differences in development. In accordance with Bronfenbrenner’s ecological framework, factors within the broader ‘ecology’ (person, family, school) of the environment in which children are brought up which have been found to be related to child mental health outcomes were taken into account His ecological theory of human development model attempt to describe markers of interpersonal social and environmental multi-systemic influences on adolescent development. Bronfenbrenner (1989) stated two types of transition that were usefully distinguished: normative (school entry, puberty, entering the labor force, marriage, retirement) and nonnormative (a death or severe illness in the family, divorce, moving, winning the sweepstakes) Such transitions occur throughout the life span and often serve as a direct impetus for developmental change.
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