14 SES 09 A, Shared Reading Practices Between Families and Children in School
According to recent research literature, parents are increasingly held responsible for their children’s success at school (see e.g. Thomas, Keogh & Hay 2015) and in life (Kelly 2001). Moreover, they are expected to participate in many ways in the activities at their children’s school (e.g. Hoover-Dempsey, Battiato, Walker, Reed, DeJong & Jones 2001). The expected participation can be seen as forming a part of the cultural conception of ideal parenting in the Western world. Parental involvement in child’s education has in previous studies been shown to be beneficial for the child (e.g. El Nokali, Bachman & Votruba –Drzali 2010). For example, research suggests that parental involvement decreases children’s problem behaviour and improves their social skills (El Nokali & al 2010). However, involvement in the school and education activities is not the only way parents can support their child’s learning and development. To offer a broader view on parental support, including the views of those who are not parents themselves, the presentation will focus on the following question:
How parents can support children’s learning and development according to Finnish parents and non-parents?
References El Nokali, E. E., Bachman, H. J. & E. Votruba –Drzali , E.2010. Parental involvement and children’s academic and social development. Child Development 81(3), 988-1005. Hoover-Dempsey, K.V., Battiato, A. C., Walker,J. M. T., Reed, R. P. DeJong, J. M. and Jones, K.P. 2001. Parental Involvement in Homework. Educational Psychologist 36(3), 195 -209. Kelly, P. 2001. Youth at risk: process of individualisation and responsibilisation in the risk society. Discourse: Studies in the Cultural Politics of Education, 22(1), 23-33. Thomas,S., Keogh, J. and Hay, S. 2015. Discourses of the good parent in attributing school success. Discourse: Studies in the Cultural Policies of Education 36(3), 452-463.
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