Document Type
Focus Area Two
Abstract
Ample evidence reveals that parents significantly influence their children's academic performance. Several studies have correlated parental nurturance with the intellectual functioning and growth of the preschool child (Moore & Cooper, 1982). Baumrind (1967) found that parents who combined positive reinforcement with willingness to direct the child and to demand independent, mature behavior fostered competence in their children that is highly correlated with intelligence (Moore & Cooper, 1982).
Several other studies (Baumrind, 1967; Epstein & Radin, 1975; Radin, 1970) correlate their positive intellectual development of the preschooler to parental explaining of restrictions and parental consulting with the child, both of which appeal to reason. There is evidence that the presence of stimulating materials in the home is associated with enhanced mental functioning. One investigation (Radin, 1973) suggests that explicit training of boys by their fathers in the academic realm has a positive impact on the child's subsequent performance on intelligence tests (Moore & Cooper, 1982). Parents then do, in fact, become the child's first teacher.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
2
Issue
1
First Page
63
Last Page
67
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1991 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Johnson, Carol R.
(1991)
"Focus Area Two: Increasing Family Involvement in the Child's Development [C. Johnson],"
Institute for Educational Leadership Monograph Series: Vol. 2:
No.
1, Article 16.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol2/iss1/16
