Student Readiness And Academic Achievement

1522 WordsJul 28, 20167 Pages
Degree of School Readiness in Kindergarten Students from Families with a Stay-at-Home-Mom vs. Families with a Working Mom Rebecca L. Mullins University of Texas at Tyler July 2016 While all forms of parental involvement in a child’s education are recognized for their individual importance and merit, for the purposes of this study, we are particularly interested in parental involvement as it relates to academic achievement and school readiness of first time Kindergarten students. We acknowledge that despite empirical evidence substantiating parental involvement as the primary predictor of school readiness and academic achievement, other variables come into play such as socio-economic status, family structure (i.e.…show more content…
Can mothers truly have the best of both worlds? And can we assume that if parental involvement is the key factor in a child being school ready, can we also assume that a working mom just won’t offer her children the same number of quality early experiences as that of a stay-at-home mom? These are just a few of the questions surrounding this topic, and we attempt to answer some of them in this study. However, we must first explore the research that speaks to the imperative role of parental involvement and its direct relationship to academic achievement and school readiness in children, namely children entering Kindergarten for the first time. A considerable body of literature exists to support the theory that parental involvement in children’s education during pre-Kindergarten years has a direct, positive impact on childhood development and academic achievement. (El Nokali, Bachman, & Votruba-Drzal, 2010; Fan & Chen, 2001; Hill & Chao, 2009; & Seginer, 2006). Parental involvement in a child’s early education can take many shapes and forms including one or all of the following: parental attitudes toward education, parental behaviors to prepare children for school experiences, educational expectations of parents, etc. (Seginer, 2006). In the industries of pediatrics and education, we often hear the child’s brain referred to as a “sponge”. This is because 90% of a child’s brain is developed before the age of
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