Parental Assistance with Assignments – Types of Parental Involvement in Homework

Abstract

The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.

Parents’ perspectives on homework practices in pre-primary school children in Tanzania: a phenomenological analysis

“…Providing homework activities to young children is common in many countries, including Tanzania. Available evidence indicates that homework plays a critical role in children's learning and acquisition of knowledge and skills in early years [3,35,47]. Homework is provided to young children to serve various purposes.…”

“…With such participation, it is likely that parents will be able to identify and understand the child's potential and perhaps can be strengthened. Notably, higher parents' engagement in their children's homework can serve as an avenue for both collaborating and achieving intended learning outcomes, which in turn improve academic performance [1,3,18,22,34,47]. Other researchers have also reported that parents' involvement in homework can foster children's autonomy, good habits and emotional encouragement to struggling learners [5,26,55].…”

“…In this study's context, ECE, also termed pre-primary education (PPE), refers to the education of children who have not started primary education. However, schools and homes play a significant role in facilitating the acquisition of PPE among young children [47]. Nevertheless, pre-primary teachers use various school strategies to help children acquire important skills for their learning and development in their early years.…”