The issue of establishing a common understanding between the teachers and parents can remain challenging and could result to conflicts when contexts are not well understood. In many situations where a child is exhibiting a challenging behaviour, both the parents and teachers can find fault from each other. Although both camps have common intentions of looking after the young child, failure to recognize each others’ perspective and to focus on the needs of the child could impact the child negatively. There have been a number of instances when teachers would blame the parents for the reasons they perceive as “being inconsistent in the discipline of the child” or the parents making the teachers accountable for the behaviour of their child “because of inattention”. The differences in perspectives can either be referred to teaching or parenting styles. Although there have been numerous studies from which programs and schools refer, the aspect of parenting seems to include a wide range of factors that both teachers and parents can explore and understand. There are many questions that could stir investigation in this area that would guide parents and at the same time help teachers understand the way parents conduct their roles. Some of the questions that could provoke further thinking include,
1.Why are there families who belong to the same economic background raise children who take different pathways?
2. What makes some parents more indulgent than the others?
3. What differences in contexts make families dissimilar even if they belong to the same socio-economic status?
We all want our children to develop in all domains – personal, social, cognitive, and physical. What makes parenting different even if all parents intend to develop a whole child? Bornstein (2002) notes the broad themes of parenting. It encompasses “who are parents, whom parents parent, the scope of parenting and its many effects, the determinants of parenting, and nature, structure, and meaning of parenthood for parents.” Given these complex topics came about a general topic of interest, “Parental care and socio-economic status and their impact on the holistic development of young children change through time and context.” There are three subtopics that I indicated in this general topic. They are:
1. How the age of parents and socio-economic status define the quality of responsive relationships to support the development of young children
2. How the age of parents and the socio-economic status affect the establishment of stimulating environments for young children
3. How perceptions of parenting to develop the whole child can differ depending on parental age, economic status and cultural orientation.
From these topics, I would like to focus on the third subtopic. I intend to explore the differences in the perceptions of parenting in consideration of the variability of age, socio-economic status and cultural orientation.
Working with families who may share a common denominator remains the question about the differences in parenting and how it impacts child development. By exploring this topic further, it could give light to the issues on the presumptions of teachers regarding families and help parents recognise their parenting practices, understand the reasons for their parenting approaches and realize if changes are necessary to help their child develop fully.
Helping parents to become aware of their parenting approaches can be beneficial. However, I recognise that parents may have different levels of readiness to reflect about their practices. It would be a challenge on how to carefully, frame the purpose of the research to convey its benefits while at the same time ensure that it is transparent and ethical.
Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. Handbook of parenting Volume 2: Biology and ecology of parenting, 8(2), 231-52.Retrieved from chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/https://judzrun-children.googlecode.com/files/Handbook%20of%20Parenting%202nd%20vol%202,%20Biology%20and%20Ecology%20of%20Pare.pdf#page=264