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ABSTRACT The importance of parental involvement as a motivational factor and the acceleration of the education of their children is a reality in the world accepted. This research project provides an in depth explanation and specific reasons, the importance of parental involvement in education of their children. It also discusses the parenting techniques, their types and their consequences if neglected. It also describes how to measure the outcome of the positive involvement of parents. In addition, he mentions the involvement of teachers and the difficulties encountered by teachers to involve parents in their children (which is also supported by the examples of two teachers who with their deliberate efforts won the parents over to devote their maximum attention towards their children), parent participation, the children’s efforts to improve their academic and home-mixed school based interventions. A detailed analysis of the different main ideas is given, based on the results of surveys and other research projects. INTRODUCTION: Parental involvement can be considered fall into three types: 1) behavior, 2) intellectual and 3) personnel. The research explores the effect of multi-dimensional participation of parents and the resulting progress of children in their studies when different parental resources were dedicated to them. Actively participating parents help their children in their academic development by going to school and participate in open houses. By quickly observing the behavior of their children, they can rightly judge the kind of behavior or the allocation of resources needed by their children. Those who parents can also motivate teachers to become more attentive to individual students, thus maintaining the cycle of parent-teacher involvement. Encourage the creation of up cognitive and perception in a child are a major concern in the education of the child. The way the parents involve their children in cognitive learning is by exposing them to different cognitively stimulating activities and materials such as books, electronic media and current events at home. This helps children to practice all sorts of language skills to understand the school. The results show a remarkably positive behavior at school and with peers. Two parents process information on parenting support (PS) and Harsh Parenting (HP) has greatly helped in the search for the involvement of parents in educating their children. By adjusting the levels of support in parenting, the different levels of positive results have been observed. Parental support for kindergarten students even gave positive results. Four measures of parenting support have been used in the study, they were: 1. Proactive education. 2. calm discussion in the disciplinary meetings. 3. Heat. 4. activities of interest and participation in peer review. The evaluations were conducted when children entered kindergarten and when they reached Grade 6. It was a factor noted to hinder children’s development: family adversity. It was the result of a negative process multifunction includes the likelihood of a low socioeconomic status, a single parent and family stress. maladjustments of children were found to be more common in families with such adversities. No matter how negative effects have been filed, SP has been found to overcome the risks associated with adversity in the family. SP was strongly related adjustment procedures for Grade 6 children who had parent family or experienced low socio-economic status (SES) in their infancy. A way to socialize their children, parents adopted the techniques of a calm discussion and proactive teaching. They helped reduce behavior problems in conducting lengthy discussions with their children, cultivating in them a sense of respect, calmness and peace of mind. Mothers also participated actively in reducing stress among their peers by children. It is also widely accepted that parents support plays an important role in children’s development of empathy, prosocial behavior and emotional competence. On the negative side, lack of parental support may be linked to the evolution of internal problems such as anxiety and depression. Lack of care and attention required parental is the main factor of the subsequent increase in the percentage of juvenile delinquency (crime among children). The absence of instructions from parents to children to develop the causes irreversible behavioral and emotional problems. They to get care, the use of crime to think that in this way they could fulfill their wishes. They may resort to uncontrolled violence if not kept an eye on. These criminal activities can not be stopped until their distressing symptoms of low self-esteem, depression, dysphonic mood, tension and anxiety, and other disturbances are relieved. And the role of parents in this regard can not be overestimated. In an effort to describe the involvement of parents, many researchers use a term “Transition” (Lombardi, Joan). “Transition” is used to describe the period during which children move from home to school, school activities, extracurricular activity to another in a kindergarten or nursery school in kindergarten. The tireless efforts of teachers in the phenomenon of transition can not be ignored. They prepared the children and their parents cope with adjustment problems in elementary school programs that had different psychology, teaching styles and structure than programs at the kindergarten level. In primary schools teachers have faced significant challenges to motivate parents to get involved in activities of their children. Teachers have adopted different methods to involve parents in the classroom from day to day activities of the house. They used to send notes, at the invitation of parent-teacher meetings at the invitation of orientation sessions for parents and training sessions, continues to direct the attention of parents towards their children. Patricia Brown Clark suggests that it is very important to keep lines of communication between teachers and parents open, so that parents can interact with teachers and obtain updated information on school activities of their children. One way to involve parents is to schedule school events and arranging classroom activities such as volunteering for libraries, as classroom aids effectively organize lunch breaks. The teachers also opt for making phone calls to the homes of children to maintain contact with parents and getting to know the extent to which they are contributing to the well-being of their children. In addition to the above activities, teachers also assign home activities for both parents and their children so that parents remain engaged in their children and the children receive at home study. However, it was a bad and disappointing experience for teachers so that many parents did not respond as expected. Many parents were so overwhelmed with their official work that they could barely hold on a certain time for their beloved children. In addition, some parents of their schooling were not positive and character-boosting experiences, therefore they preferred to keep a distance from the school their children as well. It was really difficult and sometimes impossible for teachers to increase parental involvement at the desired level. However, the activities of two teachers proved very fruitful for the parents involved in their children. They were Carlos Valdez, a professor of art and eight limited class of quality and Mike Hogan, director of music school. They did so by involving parents in music festivals and school ceremonies. They proved to be excellent examples for student teachers to come. If programs for children with academic development are successful, they must share two characteristics: 1) developmentally appropriate practice: a child’s educational progress is clearly reflected through appropriate, he / she manages everything in the school life. During transitions from preschool to kindergarten, a child if given the exact practice developmentally appropriate tends to learn much of the language and reading skills. He developed a keen interest in exploring their environment and interacting (without hesitation) with his adults. 2) Support services: These include the assistance that the school offers students low-income families. Services include health care, childcare and community care. This strengthens the relationship between the school and children and creates a sense of security and trust among children. They learn to learn that their communities are a part of their school for support services of the school trying to help community development. It is commonly accepted that children are self-teachers. Their self-initiated strategies help improve their expression, creativity, intellectual abilities and skills outside school. This idea is proved by the papers of young children provided by Reggio Emilia: ”The Reggio Emilia educators highlight the abilities of young children is surprising and indicates that it is through unity of thought and feeling that young children can explore their world, represent their ideas and communicate with others their highest level. “(Edwards, Pope. C, Springate, Wright. K) The climax rests in the fact that the way parents know that their involvement is really sincere prove useful for their children. The answer lies in the attitude of children. The degree of parental involvement can be judged by a child’s attitude towards his subjects of study, his desires and his academic achievements. There is a direct relationship between academic achievement and attitude toward school. Schunk in 1981 had the following idea of aspiration or desires for education: ”Level of aspiration is defined as a subjective probability that he or she reaches a certain level of education.” (Abu, H. & Maher, M) Eventually the children who received adequate parental concern were considered far more confident in their academic achievements and desires of those who could not get the right amount of concern among parents. Individual participation of mothers and fathers also plays a vital role in the development of a child’s behavior. Students from single parent households were observed to show less positive attitude towards schools and studies in relation to students from families with two parents. A study to investigate the concerns of parents revealed that, despite sincere efforts of the mothers, the role of fathers could not be ignored and both served as an important basis for future progress of the child. This can be proved by the following fact: According to a recent report by the National Center for Education Statistics (1997), compared to their counterparts, children with involved fathers are more likely to have participated in educational activities with their parents (eg, visiting a museum or historic site their parents during the last month), and are more likely to have access to several types of resources at home as well (as measured by the proportion of parents who belong to community organizations or professional or regularly volunteering in the community). (Flouri, E. and Buchanan, A, Pg 142) In addition, parental involvement was discussed and implemented in terms of interventions or prevention programs, which are only of security measures taken to ensure the healthy upbringing of the child and perfect. The study uses intervention programs in schools and at home to see the extent of intellectual abilities in children from different families. The success of a school-based interventions can be proved by the following fact, which was part of “Service Improvement Plan for Education 2001-2005″ Edinburgh: —- The Scottish Executive’s Discipline Task Force, which studied the causes of poor student behavior in schools has produced a report on “best behavior – Improving Learning in June 2001. The report contained 36 recommendations for action, which were then transformed into an action plan in 2002. Many of them have implications for school administration. (Craig Millar Instep Project)

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Although most parents would agree that their children are more important than their job, most usually get more on-the-job training than they do as a parent. As a Mother of seven once said, “The love is instinctual but the skills are not. ”

A NATIONAL MOVEMENT

A 1990 study by fifteen of the nation’s largest youth organizations found that the United States has done poorly in solving the problems affecting today’s youth. There was broad agreement that the number-one solution to these problems was . . . better parents. As a result of their findings, the final report calls for a massive increase in parent education.

President Bush then released a statement of six national goals for education. The number-one goal states that “by the year 2000, all children in America will start school ready to learn. ” To attain this goal “parents will have access to the training and support they need. ”

President Bush’s comments represent a movement in thinking which places more value on the importance of a parent’s role in preparing children for school and life. It is encouraging to see that there is a growing awareness that families need support and education . . . in order to strengthen parents’ skills and prevent future problems.

SOCIETY HAS CHANGED

In the past, when parents had questions about child-rearing they would usually have an extended family member close by to ask advice. While some parents may have family close by, many admit that their elders’ advice on child-rearing often differs from current parenting information or their preferred style. This is a result of changes in our society over the past few decades:

Children are no longer “needed” to work side by side with their parents, like farmers’ children of the past. This helped children feel they had something important to contribute and taught them basic responsibility and life-management skills. Today, children search for ways to belong in the family and with peers, sometimes in unhealthy ways.

Superior/inferior family relationships are no longer being modeled by mothers and fathers. Women have equal rights and children feel equally unwilling to accept an inferior, submissive role in life. This change is healthy, in that all people do have a right to be treated with respect and dignity. It leaves many parents, however, with few role models or practical skills for achieving this goal.

Early on, children are being taught that they have rights: to their bodies, their feelings, and to be treated by others with dignity as a worthwhile human being.

As a result, power-and-control parenting techniques are no longer effective, because parents “talk down” to “inferior” children. This style, therefore, inherently violates a child’s right to be treated with respect, children recognize this, rebel and lose respect for the controlling parent. As our society became more affluent, many parents became more permissive and over-indulgent. Their children often grew up thinking the world owed them a living and they used their energy trying to get out of responsibilities.

Children are facing issues previous generations never had to face. It is important for parents to listen and communicate in open, respectful ways, so their children will feel safe in discussing their problems and feelings.

Although some of these societal changes have brought about positive results, they have left parents with few clear guidelines for how to raise this new generation of children into responsible adults.

EFFECTIVE, QUALITY PARENT EDUCATION

What it Isn’t . . . Parent education does not focus on what parents are doing wrong or advocate never disciplining children, as many parents assume. It provides new options to parents and encourages them to respect their own rights, as well as their children’s.

Attending a parenting class is not a reflection of being a “bad” parent . . . it is an indication of a parent’s commitment to his/her children and role as a parent. The classes are not just for parents who are having severe problems with their children’s behavior. Many parents who attend classes want to feel more confident of their parenting and are looking for ways to prevent future problems and help their family get along cooperatively.

What it Is . . .

The most effective parenting classes are small, personal groups which provide opportunities for interaction among parents, practice of concepts and techniques learned, and individualized problem solving. Like most new skills, parents can benefit from ongoing reinforcement of what they have learned. Follow-up parent discussion groups, where parents can meet with others who have taken the class, provide an opportunity to continue applying the concepts to new situations.

MAKING THE COMMITMENT

Although professionals often recommend parenting classes, there are several issues which seem to prevent parents from joining these groups: finding a class, making the time commitment, and cost. All three really boil down to the underlying issue of priorities. If a parent looks at how much time and money he/she spends on business seminars, golf lessons, weekly fast food, or vacations, it makes sense to place a priority on attending a parenting class, which usually costs less than all of these! Parenting classes are an investment in your personal growth, your child’s future, and in future generations. Consider doing your part to make this world a better place for everyone’s children. Read a parenting book that gives trustworthy, accurate advice or check out your community’s resources for local parenting classes.