Reading is the most valuable asset that the person must have, a person who cannot read has no clear destination in life. In connection with this our study focuses on the parent involvement in the reading readiness of kindergarten pupils at Hanopol Elementary School. We choose this problem among others it’s because we want to know the significant of the parent involvement towards the reading readiness of young learners. As we all know that a parent has a very crucial role in the academic achievement of our young learners. In connection with this, we also look back the credibility of the parents that includes age, civil status, educational background, employment status, their level of involvement, ability in coaching and mentoring, role and practices furthermore, we also consider some factors which are prerequisite to the reading readiness skills of kindergarten pupils.
Throughout the world, many educators proved that parents can support their young children in the reading readiness skills even at early stage. In other countries, they conceptualized the involvement of parents in school and readiness of children simultaneously with other learning areas. They are promoting the involvement of parents in determining the component abilities of young children to help late readers.
The research theories of Plato, Comenius and Frobel continues the impact of our education today where it serves as a guide of inspiring parents to work with their children on early literacy development. Their responsibility on elevating their own children in reading readiness reflects in the current literacy development on adults through sharing storybooks and other learning materials with children, to develop early literacy. The developmental stage of pupils in kindergarten is the most important in preparing them in grade school. It has been distinguished that the involvement of parents is highly considered in their readiness for school.
A studious inquiry of parents’ involvement in the education of children is essential to support readiness. Their beneficent effects and academic achievement towards reading readiness have distinct outcomes through thorough exploration and research. Even though, there are some admonishments of parents’ involvement, it is clearly emphasized that parents involvement is incredibly embolden for the educational development and opportunities for kindergarten children. Efficient and positive coordination with parents to their involvement in the readiness of children is the most prevailing approach for the accomplishment of children’s successful performance in school. Research conveys the idea that parental involvement in reading readiness of children can help most effectively through providing learning reinforcement at home and associated with closed monitoring of children’s learning development. Although most children do actually learn to read in school, research has shown the importance of the preschool years in laying the foundation for learning to read. The influence of the parents during these years on their child’s intellectual development, in general, and reading readiness development, in particular, is well defined and developed.
The practical knowledge that acquired by pupils in the early stage of development makes more meaningful in the later literacy development of children as educators showed in the existence of their different studies. In the early literacy, it is mostly showed that joint book reading together with parents creates positive effects on reading readiness of children. The important influence of parents and the home environment on the developing child provides educators with a resource to insure children’s successful growth in reading. It seems that the responsibility for children’s reading development lies neither solely on the parents nor the schools, but rather must be shared by both.
Reading readiness tests in our curriculum today are generally administered upon school entrance and towards the end of kindergarten year.
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