This essay argues in support of parenting education programs, drawing on research to demonstrate their positive impact on child behavior, academic achievement, and character development. The paper examines challenges in delivering parenting interventions — including low participation, staffing gaps, and cost — while making the case that these barriers are outweighed by long-term social benefits. It also addresses the influence of heavy media use on children's academic performance and behavior, the role of character education at the elementary school level, and the importance of school-family partnerships in preparing children for both academic and real-world success.
In a perfect world, every child would be wanted and loved, and all parents would have the capacity and the desire to raise children who are healthy, mentally and physically strong, and of high moral integrity. Sadly, this is not the case. Some parents are, unfortunately, not very interested in what happens to their children. Other parents are dissatisfied with what is happening at home but do not know how to create effective change. Still others are unaware that there is a better way of parenting. Parent education could help in all of these scenarios.
The literature demonstrates that parenting interventions improve the quality of the relationship parents have with their children as well as improving child social behavior (Scott, O'Connor, Futh, Mathias, Price, and Doolan 2010). Programs have been particularly effective when delivered to motivated, ethnic-majority parents, but there has been little study of programs that serve as interventions aimed at preventing a wide range of poor outcomes associated with antisocial behavior — such as involvement in risky lifestyles, low school attainment, and a lack of satisfactory friendships (Scott et al.).
There are, of course, problems associated with the delivery of parenting programs. The greatest challenge is getting parents to participate when there is no mandate that they do so. Skilled personnel may be another issue; urban areas may have sufficient counselors and educators, but rural areas may not. A third issue is cost, although, as Scott et al. point out, "programs can in theory be justified since in the long run they should reduce the high cost of antisocial behavior arising from increased use of services, higher levels of crime, and greater dependence on financial handouts."
Despite the challenges associated with delivering parenting education, such programs are nonetheless vital. For one thing, academic success has been tied to acceptable behavior in children and conformance to certain social norms. For another, a 2010 report noted that average American children and teens spend nearly eight hours a day consuming media — including watching television, surfing the Internet, and playing video games (Reinberg, 2010). Sales of smartphones recently surpassed sales of personal computers, making media accessibility even greater for all age groups, including those under eighteen.
A study by the Kaiser Family Foundation found an apparent link between heavy media use and poor academic performance. Researchers categorized "heavy media users" as those who consume media more than sixteen hours per day (Reinberg). Research also supports concerns that children and teens who play violent video games are much more likely to engage in violent ideation and actions. Parents have an important role to play in their children's behavior and character, in monitoring their activities, and in preparing them for academic success.
Brannon (2008) noted that "young children's beliefs about what is right and wrong traditionally have been strongly influenced by their families. However, today's children often come to school with problematic behaviors and attitudes. Character education has become a necessity." Society condones many behaviors that are unacceptable in the classroom, such as the use of profanity or provocative clothing for pre-teens. Children are exposed to adult-oriented content in television, movies, and video games and can therefore become confused or uncertain about what is appropriate behavior in the classroom (Brannon, 2008).
In addition, the style of parenting has changed considerably over the last fifty years. Brannon notes that many parents feel guilty about being single parents or working parents — sometimes both. They are afraid to upset their children and try too hard to be friends rather than disciplinarians.
Teachers increasingly find that children arrive at school not knowing how to behave. Yet for classroom instruction to be effective, there must be an environment conducive to learning (Parker, Nelson, and Burns, 2010). Research by Algizzine, Christian, Marr, McClanahan, and White (2008, cited in Parker et al., 2010) noted that "some of the most frequent disciplinary referrals in elementary schools are for disruption, disrespect, and aggression in the classroom." According to the authors' preliminary findings, character education programs incorporated into the academic curriculum have a positive effect on student engagement and achievement.
Brannon (2008) reported that character education programs have a positive effect on achievement, classroom behavior, and long-term test scores. Particularly when such programs are implemented at the elementary school level, they can reduce risk factors associated with school failure in middle and high school students.
"Shifting family roles and confused childhood norms"
"School programs improve behavior and achievement"
"Family involvement amplifies school-based programs"
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