ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE
INFLUENCE OF PARENTAL EDUCATION ON COMMUNICATION PATTERN OF CHILDREN IN PUBLIC
PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION.
1.1
BACKGROUND OF THE STUDY.
Good
communication skills continue to be the foundations of learning, emotional
development and socialising throughout a young person’s schooling and onward
into the workplace. Young people need effective speech, language and
communication skills in order to have a wide range of life choices. For most
young people, communication pattern continues to develop throughout the school
years and into adulthood. They develop the skills they need to solve problem, build
effective relationships, negotiate and tell jokes. Hence, there is a link
between parents’ and children’s communication patterns.
Several
recent studies found that parents with low literacy levels are less likely to
help their children with reading and writing (Williams, Clemens, Oleinikova,
and Tarvin, 2003; Parsons and Bynner, 2007); _ feel less confident in doing so
(Williams etal.,2003); are less likely to have children who read for pleasure
(Parsons andBynner, 2007); are more likely to have children with lower
cognitive and communicative skills (De Coulon, Meschi and Vignoles, 2008).
these links have been challenged.
The context
provided by parents and their consistent support might be more important than
any transfer of skills [for their children’s literacy development] (Auerbach,
1989, p.171). Parental education level has an impact on young children’s
communication pattern
Parents’
level of education correlates with the cognitive development of babies between
12 months and 27 months of age (Roberts, Bornstein, Slater and Barrett,
1999).Despite the importance of communication, some parents education has in
one way or the other influenced their children communication pattern.
Parental
education has a significant influence on children’s communication pattern well
into adolescence and adulthood. parents continue to be a vital source of
support socially and emotionally as well as academically. Parents often have
different views of young people’s communication strengths and needs because of
their knowledge of them over time, so maintaining an effective relationship
between home and school is important. However this is often difficult when,
typically, contact with school becomes less as pupils move through primary
school.
The home is
crucial. Parents have the greatest influence on the achievement of young people
through supporting their learning in the home rather than supporting activities
in school. Early intervention is vital. The earlier parents become involved in
their children’s literacy practices, the more profound the results and the
longer-lasting the effects. Children learn long before they enter formal
education. Parents are a child’s first educator. A child’s family and home
environment has a strong influence on his/her communication pattern and
educational achievement. This influence is stronger during the child’s early
years but continues throughout their school years.
Parents
reading to babies and young children has a strong impact on children’s
communication pattern. Parents’ reading to their children in the pre-school
years is regarded as an important predictor of literacy achievement
(Weinberger, 1996). Hence an uneducated parent may not be able to read to their
children. This parental activity is associated with strong evidence of benefits
for children such as communication growth, reading achievement and writing
(Bus, Van Ijzendoorn and Pellegrini, 1995; Brooks, 2000), the enhancement of
children’s language comprehension and expressive language skills, listening and
speaking skills, later enjoyment of books and reading, understanding narrative
and story (Wells, 1987; Crain-Thoreson and Dale, 1992; Weinberger, 1996),
Parental
involvement in their child’s reading has been found to be the most important
determinant of language and emergent literacy (Bus, Van Ijzendoorn and
Pellegrini, 1995). Children who are read to at an early age tend to display
greater interest in reading at a later age (Arnold and Whitehurst, 1994). Story
reading at home enhances children’s language comprehension and expressive
language skills (Crain-Thoreson and Dale, 1992). Oral language developed from
parent/child reading predicts later writing development (Crain-Thoreson,
Bloomfield, Anthony, Bacon, Phillips and Samwel,
1999).
Parents who
introduce their babies to books give them a head start in school and an
advantage over their peers throughout primary school (Wade and Moore, 2000).
Many background
variables affect the impact of the family and home environment (such as
socio-economic status, , family size, etc.) but parental attitudes and
behaviour, especially parental education in home learning activities, can be
crucial to children’s achievement and can overcome the influences of other
factors. Put succinctly in a question form, the problem of this study is: what
is the influence of parents education on communication pattern of primary
school student in Lagos metropolis
1.2
STATEMENT OF THE PROBLEM
Primary
school students life is no doubt a time for speech and language development,
hence, communication pattern should be of paramount interest to both parents of
the children and their teacher. In many circumstances now, the primary school
students in Nigeria fail to understand the need for good communication pattern
and parents and has failed also to sensitize the primary school children on the
need for proper communication pattern.
Schools also
has failed to integrate communication pattern as part of curriculum of primary
schools in Nigeria. Hence ignoring the need and the roles good communication
pattern to a child even through his/her career in adulthood.
1.3 PURPOSE
OF THE STUDY
The general
purpose of the study is to investigate the influence of parent education on
communication patterns of public primary school students of Lagos metropolis.
1.4
OBJECTIVE OF THE STUDY
Specifically,
the study sought to:
1. Determine
the influence of parental education on their childrens’ communication pattern
2. Ascertain
the difference in communication patterns between children that are read to by
parents and their peers that are not read to.
3. Determine
the influence of parent-child communication patterns on the in-school children’
academic achievement.
1.5 RESEARCH
QUESTIONS
In order to
realize the above objectives, the following research questions were raised.
1. To what
extent do parental education influence children’s communication pattern?
2. What is
the difference between the communication patterrn of children that are read to
by parents and their peers that are not?
3. What is
the influence of parent-child communication patterns on their primary school
children’ academic achievement?
1.6 RESEARCH
HYPOTHESES.
1. There is
no significant difference between parents education and children communication
pattern.
2. There is
no significant difference between communication pattern of children that are
read to and their peers that are not.
3. There is
no significant difference between parent-child communication pattern and their
primary school children academic achievement.
1.7
SIGNIFICANCE OF THE STUDY
The study
has theoretical significance as it lends credence to Albert Bandura’s social
learning theory which sees human relationship as a basic unit of learning
through observation, imitation and modelling. Parents and significant others in
the child’s social life should therefore realise that the child learns more
through observation and modelling. This study helps to endorse the parents
education as it influences children communication pattern.
1.8
LIMITATION OF STUDY
This study
is carried out Kosofe local government in Lagos metropolis, which is located in
South West region of Nigeria in West Africa. The study will be limited to
primary 5 pupils in selected schools in Kosofe local government.
1.9
OPERATIONAL DEFINITION OF TERMS:
1.Parents
A person who
is a father or mother : a person who has a child.
2. Education
– The
process of receiving or giving systematic instruction, especially at a school
or university.
– An
enlightening experience.
3. Parental
education
The process
of receiving or giving systematic instruction, especially at a school or
university by parents.
4.Communication
Communication
means transferring messages from one to another and it has several forms such
as intrapersonal, interpersonal, group and mass communication.
it is also
the act or an instance of communicating; the imparting or exchange of
information, ideas, or feelings.
5.
Communication pattern.
Communication
patterns. – A set of behaviours by which people habitually seek to convey
meaning to another
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment