Parents, Family & Community Impact Student Performance in P3 - Research Paper

Introduction

The performances of students registered under the primary three are affected cordially by the surrounding society. It is beneficial for the students to understand the role of the parents in evaluating the success of the pupils in primary three (Peffley, n.d.). The family and community are relevantly treated respectfully to enhance a positive relationship between them and the two children. The school should categorically choose what information to share with the families and community in as far as the pupil's welfare is concerned. The parents are guided on the best ways to treat their children, especially while at home. The families and community at large are the custodians of the children while at home. The children emulate certain characters as depicted by society.

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It is significant to build a strong relationship with family and community for the benefit of the children. The education of these children starts at home as instilled by their parents (Ruiz, n.d.). The interlinking relationship defines how the schools value the parents and the role they play in the upbringing of the children before and during school age. The teachers and their children should understand what the surrounding community entails and find an impact figure to represent as a result. The involvement of the whole community at large in school activities eases the activities and progress of the children and teachers (Ruiz, n.d.). The teachers also enjoy the benefit of understanding their clients and community for effective service delivery and knowledge enhancement.

Parental Involvement in Child's Literature

For the children to succeed academically, parental workforce and involvement are very paramount. Parents are the pacesetters of the children in their reading skills and practices. The literacy level of a student depends on the foundation layout by the parent. From stories to literature reading materials from home, the child can adapt quickly to the school system (Burton, 2013). Either, there are several ways in which a parent can participate in the child's reading skills and academic progress either directly or indirectly.

The parents can participate in the reading progress of their children through the in-house engagement process. The child is assigned reading works to present to their parents while at home. Here, the parent helps the child to read the text for them to master the concept. The teacher can access the children in the next session on what their parents taught them (Stoflet, 2017). Or the parents can be advised to set up a specific time for their children. The time is basically for academic studies. From these activities, the child can understand the role of learning and how they can develop the reading culture.

The school can organize a specific literature day where parents are the critical guest to help thin bridging the gap between the children and the parent. Such meetings inform the parents about the importance of participating in reading activities. The events are subsequently exercised for a continuous period to maintain the standard. In the same line, the education sector holds a public campaign with an emphasis on the significant parental role in their children's reading culture (Clark, 2007). Such activity will influence other parents with different opinions over the child's welfare in school. The inspiration can succeed when other parents, with motivated minds, are cooperating in the process. Quickly, they can influence others to part of the team for the benefit of the children's literacy skills.

Comparing Children and Adult's Literature

Children's narratives are written in a more straightforward language as compared to the adult category. The children are to understand, instantly, what the text is addressing. That aspect is different from adult literature works. University students are indeed capable of analyzing and evaluating the inner meaning of the book to generate the required purpose. That is why the access complex literature works with ease as compared to a growing child (Mitchell, 2017). The language and the wording structure are also simple and easy to understand. They directly relate to the thematic concern of the text. The adult literature uses a complex grammatical term that fits the knowledge of the reader. The child's writing is a growing one. Therefore it relates to their developing brains.

The cartoon and animals majorly depict the characters in children's literature. A growing child understands the drawing better than anything. The writers of this literature work categorically draw specific figures and pictures to attract the children to read the text. Comparing with the characters in the adult literature, they depict real people representing reality in society. The animals are a representation of particular hidden figures or themes. The characters in the children's works of literature are majorly fictions and full of hilarious moments to make them happy (Weber & Amanda, 2017). The adult literature has characters that depict clearly what society needs to know about their life. Such characteristics may present specific themes like political situation, climatic change, among others. The characters in the children's literature represent specific light topics like happiness, love, among others.

References

Clark, C. (2007). Why it is essential to involve parents in their children's literacy development - a brief research

Burton, E. (2013). Parent Involvement in Early Literacy: Why reading with your child everynight is not enough. Education Trends. Accessed from https://www.edutopia.org/blog/parent-involvement-in-early-literacy-erika-burton

Mitchell, A. (2017). Difference Between Adult Literature & Children Literature. Accessed from https://penandthepad.com/difference-adult-literature-children-literature-7947893.html

Ruiz, C. n.d.) NAEYC Professional Standard 3: Building Family and Community Relationships. Retrieved from https://depaul.digication.com/cynthia_ruiz/NAEYC_Standard_3

Stoflet, K. (2017). How do you involve parents in their students' reading practice? Accessed from https://www.renaissance.com/2017/06/08/blog-involve-parents-students-reading-practice/

Weber, Amanda (2017). Bilingual Children's Literature: Bridging the Gap between Language and Identity = Literatura infantil bilingue: Cerrando la brecha entre el Idioma y laidentidad. Student research. 78. http://scholarship.depauw.edu/studentresearch/78