ASSIGNMENT

FAMILIES AND INFLUENCE ON CHILDREN’S SCHOOL READINESS

BY

OLALEKAN TAIWO OLAWUMI EDP21/22/R/0064

NZENWATA DONALD OBINNA EDP21/22/R/0096
AMANYI STEPHEN ISRAEL EDP21/22/R/0126
OMOTOSHO AMONBI FAPOHUNDA EDP21/22/R/0071
AND
OLANREWAJU STEPHANIA ADERONKE EDP21/22/H/0569

COURSE CODE: IED 806

COURSE TITLE: PARENTING EDUCATION

LECTURER-IN-CHARGE: DR GBENGA-AKANMU

INSTITUTE OF EDUCATION, FACULTY OF EDUCATION, OBAFEMI AWOLOWO

UNIVERSITY, ILE-IFE, NIGERIA

JUNE 2023
INTRODUCTION

The moderating role of family socioeconomic status readiness to learn on entry to formal
schooling is a significant predictor of children’s educational achievement and life course

outcomes (Quirk et al., 2016; Blair & Raver, 2015; Boivin, Desrosiers, Lemelin, & Forget-
Dubois, 2014 Duncan et al., 2007). For instance, children with higher school readiness scores
achieve higher grades in reading and mathematics during early primary school (Mejia &
Hoglund, 2016), and those who enter school with low readiness competencies fall behind
their peers (Chaudry et al., 2021; Shanahan & Lonigan, 2010). According to the human
capital model, learning is easier for children who have underpinning skills required by
schools. School readiness enables them to engage in positive classroom interactions as well
as behaviors that drive achievement (Cunha et al., 2006; Entwisle et al., 2005; La Paro &
Pianta, 2000; Romano, Babchishin, Pagani, & Kohen, 2010). High levels of school readiness
competencies may also invoke positive peer and teacher feedback, enable children to be
selected to benefit from academic stretch activities reserved for high achieving children, or be
placed in high ability groups associated with greater teacher support (Francis, Archer,
Hodgen, Pepper, Taylor, & Travers, 2017; Majzub & Rashid, 2012; McIntyre et al., 2007).

According to various theories, readiness can refer to a specific age, a stage or level of
development in children, a collection of skills and competences, a process, or a network of
relationships and factors that may influence children’s readiness for success in school.
School readiness refers to a child's preparedness to enter formal schooling and engage in the
academic and social aspects of the educational environment. It encompasses a range of skills,
knowledge, and attitudes that enable children to adapt and thrive in a school setting. The
concept of school readiness is influenced by various factors which include cultural beliefs,
socioeconomic status, and parental expectations. Understanding families' conceptions of
school readiness is crucial for educators and policymakers to create effective early childhood
education programs and support children's successful transition to school (Pianta, Cox, &
Snow, 2007).

Fig1: Proposed multilevel model of the association Early Childhood Education (ECE), Socio
Economic Status (SES), and school readiness.

Source: E.M. Sosu and S.M. Pimenta Early Childhood Research Quarterly 63 (2023)

Fig. 1. Proposed multilevel model of the association ECE, SES, and school readiness.

Note: ECE = Early childhood education;

SES = Socio-economic status;

LitNum = Literacy–Numeracy readiness;

Learn = Learning readiness;

SocEmo = Socioemotional readiness;

HDI = Human Development Index.

Fundamental Questions for School Readiness

According to Britto (2012) school readiness consists of three fundamental questions:

(1) Are children being ready for school,

(2) Are schools being ready for children,

(3) Are families and communities being ready to help children transition into schools.
However, readiness is widely conceptualized within Britto’s (2012) first domain, that is, “are
children ready for school?” For instance, Boivin & Bierman, 2014 defined school readiness
as the “basic skills that children need to possess at school entry in order to adapt successfully
to the school environment and to learn and achieve at a satisfying level”. Domains of school
readiness usually include cognitive abilities such as pre-mathematics and language
competencies, and social, emotional, and behavioural competencies (Boivin & Bierman,
2014; Snow, 2006). In this study, we conceptualize school readiness as the literacy and
numeracy, learning, and behavioural competencies of preschool children, as these are often
associated with children’s academic progress when they transition to school (e.g., Barnett et
al., 2020; Micalizzi et al., 2019).

Definitions of family

Family life is defined as regular interactions and activities that some people have together
when family members enjoy each other's company and spend a lot of time doing things
together. It can be further explained as a group of persons related by the ties of marriage,
blood, or adoption, constituting a single household and interacting with each other in their
respective social positions. In addition, it is seen as a kind of life appears on lives after
marriage. (merriamwebster 2023) Family life is described as a life a person normally live
when one is married and has children. It is seen as a group of two or more persons related by
birth or adoption, or marriage, who live and relate together, all such related persons are
considered members of one family (Ayodele 2023). Family life is also defined as regular
interactions and activities that a family have together when family members enjoy each
other's company and spend a lot of time doing things together, this is an example of good
family life ( Hill-Burton 2022). Most religions see family life as a blessing and value the
stability of marriage. Christians believe the church should be a pacesetter for family life.
Types of Family

There are different kinds of families that can affect family life and children upbringing most
especially children readiness for school, some of which are:

Nuclear Family: This consists of two adults and any number of children living together. The
children could be direct offspring, steps or adopted.
Single Parent Family: Consists of a parent living alone without a partner, who has most of the
day-to-day responsibilities for raising the children. Such children live with a single parent for
most of the time but may still have contact with their other parent.

Extended Family: The extended family consist of grandparents, uncles, aunts, and cousins
either living nearby or within the same household. For instance, if a married couple lives with
either the husband or wife's parents, the family has changed from nuclear to extended.

Reconstituted Family: This is also known as the step family. It is a kind of family where one
or both adults have children from previous relationships living with them.

Polygamous Family: Polygamy is the practice of having two or more romantic partners who
may or may not be romantically involved with each other or with other people. However, the
Bible gives us an idea of what a family is and conveys its importance. A good family would
possess all the qualities necessary to be “a kind of family that is likely bring about an
acceptable expectation of what a family should be”.

Quality of a suppose “good” family

Family is one that understands the God given roles of a man and a woman. God gives us a
family hierarchy that is to be standard in a household. This may not be a popular concept
(Micalizzi, Brick, Flom, Ganiban, & Saudino, 2019).

How to Maintain a Good Family Life that Aids School Readiness

1. Balancing Work and Home Life: One of the problems couples’ faces is how to manage
work and home life. A lot of families have difficulties balancing work and their home life. To
have a quality and happier home life, this aspect must be worked on. The work must be done
in a way that would not rob the family of its quality family life. Your family will be happier
to see more of you and enjoy happier family life together.

2. Family Altar for a Happier Family Life: A family must engage in the family altar. This is
otherwise called morning and evening devotion at a time agreeable to all family members. By
this, children will learn how to pray, in whatever means the family is used to, great, bondwith
the family establish social interaction and lot more. When a family arms itself with God's
word and prayer, there will be no limit to what a family can achieve, and children will be free
to showcase the family traits even at care centers.
3. Maintain Fear of God: Every member of the family must allow the fear of God to permeate
his or her life. Such a child who is raised from a good home will not be a treat to others
outside especially when going toschool. The parents are to lead their children to know the
God they serve at the earliest possible time of their lives. The life parents live must
demonstrate they fear God. Parents should not lie to their children or do anything that will put
their faith in questioning. (Ayodele 2022)

4. Be Flexible: Children prefer to spend time with their parents. It is always good to create an
unplanned visit to different places of interest. It is a thing you and your children will not
forget. It is a good thing for busy families, it can be scheduled in a few hours.

5. Let God Be the Centre of Everything in the Family: There is a popular chorus that goes
thus “with God in the family, happy home, happy home, with God in the family, happy
home.” When God is allowed in the home, he makes things work easier for all. Most times,
families exclude God from their homes, technically the effect is not palatable. Don't take any
decision that will affect the family without first contacting God. Let there be a clear leading
from God before you go ahead. When this is done, children find going out and relating with
others much easier and they are well prepared for school.

6. Spend Quality Time with Your Spouse: It is difficult to find time for you and your spouse
especially when children are involved. But it is important to make time for each other. More
importantly, children learn about relationships from their parents. Try to communicate with
the children frequently about all that is happening daily, as well as just things you enjoy
talking about. Try to organize a time that you can spend with each other.

7. Maintain Boundaries: It is common that boundaries are maintained to protect children from
harm or danger. A God-fearing family should explain why boundaries are there from spiritual
and societal norms. Parents are to give an explanation as to why each instruction is given.
The information will help your children in getting ready for schooling as it will be clear or
relative to them that their parents will not do anything to hurt them since they have already
built the trust.

8. Communication: God does not leave his creatures without communicating with them. An
example of God communicating with Adam and Eve is in the Garden of Eden.
Communication is important during the good and tough times. Children often find it hard to
put their feelings into words and just knowing their parents are listening can be enough. Talk
to them about your life, not just about your problems but about your daily life. If they feel
included in the things you do, they are more likely to see the value of including you in the
things they do as well.

9. Discipline: Often times discipline is seen as punishment. I advise parents to use it as a way
of teaching their children how to meet their needs without hurting or offending anyone. Why
you are right to be angry, it can help to keep calm and teach your children how they should
handle a situation differently, and how they can handle the situation differently next time.
Handling things this way can both be more positive and constructive.

Factors that have been associated most consistently with children’s cognitive and/or social-
emotional preparedness for school are

 Socioeconomic status (which often interacts with race or ethnicity);

 The child’s health;
 Family background characteristics, particularly the mother’s education, single-parent
 Status, and mental health
 The home and community environment, including risk factors and literacy-related

Factors

 Participation in some type of preschool program (Boethel, 2004)

Families' conceptions of school readiness can vary significantly across cultures and
socioeconomic backgrounds. Different cultural communities may have distinct beliefs about
what constitutes school readiness and what skills and knowledge are valued in the
educational context. For example, some cultures may prioritize early literacy and numeracy
skills, while others may emphasize social and emotional development or physical readiness.
It is important to acknowledge and respect these cultural differences to provide inclusive and
equitable educational opportunities for all children. Socioeconomic factors can also influence
families' conceptions of school readiness. Research suggests that parents from lower
socioeconomic backgrounds may focus more on basic skills, such as letter recognition and
counting, as they perceive these skills to be crucial for their child's academic success. In
contrast, parents from higher socioeconomic backgrounds may emphasize broader cognitive
and social skills, such as problem-solving, critical thinking, and self-regulation. These parents
may have greater access to resources and information about the importance of holistic
development in early childhood (Rimm-Kaufman&Pianta,2000).

Parental expectations play a significant role in shaping families' conceptions of school

readiness. Parents' own educational experiences, aspirations, and beliefs about what it takes
to succeed academically can influence their perceptions of their child's readiness for school.
Some parents may have high expectations and place pressure on their children to perform
well academically from an early age, while others may prioritize a child's social and
emotional well-being and overall happiness in the school environment. It is important to note
that families' conceptions of school readiness are not static and can evolve over time. As
research in early childhood education continues to advance, parents' awareness of the
importance of various developmental domains may change, leading to shifts in their
expectations and priorities for their children's school readiness. To effectively support
families in their understanding of school readiness, it is essential for educators and
policymakers to provide information and resources that encompass a comprehensive view of
early childhood development. Collaborative efforts between schools and families, such as
parent-teacher partnerships, can facilitate a shared understanding of school readiness and
promote open communication about children's progress and needs. Additionally, offering
culturally responsive and inclusive educational programs that respect and value diverse
conceptions of school readiness can help create equitable learning opportunities for all
children (National Association for the Education of Young Children,2019).
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