Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
BUILDING EFFECTIVE PATNERSHIP BETWEEN THE FAMILY AND THE
SCHOOL TO ENHANCE EDUCATIONAL ATTAINMENT OF THE NIGERIAN
CHILD
BY
DR (MRS) A.A. JEKAYINFA
DEPARTMENT OF ARTS & SOCIAL SCIENCES EDUCATION, UNIVERSITY OF
ILORIN, NIGERIA
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
ABSTRACT
Education means much more than providing students with academic knowledge and
skills. It includes making the students put into effective use, the acquired knowledge and
skills in the larger society, where the families reside. So, for students to be functioning
and effective citizens, both the school and the family should provide the necessary
environment for the successful education of the child. Teachers alone cannot help
children in the all round development i.e. intellectually, personally, socially and morally.
However, they can provide best practices that encourage and guide family involvement in
school activities to assist them in their work of teaching the children to achieve the
desired results. These best practices can be achieved by allowing open, welcoming and
respectful communication between them and the families of the students they teach. The
school alone also cannot help children to develop all the knowledge, skills, and attitudes
they need to be productive citizens and caring people as adults. Schools also can create
positive climate by reaching out to the families and providing structures for them to
become involved in school activities. The result will be effective school-family
partnership that helps children to succeed in school and their future. Educating children
in this changing and increasingly complex society requires contributions and
commitments from everyone in the community. This is the reason why the school and
the family should work in partnership to get the best from the education of the children.
Dodd & Konzal, (2003) opined that oftentimes, schools seem to be “islands” separated
from the families they serve, and the society in which their students live, but this should
not be so. Since families, schools and society play interconnected roles in the crucial
mission of educating children; they must find ways to work together as educational
partners. This paper gives an insight into some of the practical ways by which the family
and the school relationship can be strengthened in order to enhance the educational
attainment of the Nigerian child.
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
INTRODUCTION
There are different definitions to the concept of the family. The broad and inclusive
definition offered by Turnbull and Turnbull (1997) says that:
a family consists of two or more people who regard
themselves as a family and who perform some of the
functions which families typically perform.
These people may or may not be related by blood
or marriage and may not usually live together p.14
Turnbull &Turnbull, Shank & Leal (1995), described another family as a network of
parents, grandparents, aunts, and uncles, cousins, and a host of others who are part of
close-knit family relationship. Parents are a child’s first and foremost influential teachers
and often, their strongest advocates. Parents “teach, model and guide their children”
(Rockwell, Andrew & Hawley, 1996). They are “the big picture” team members in their
child’s education. Many parents spend almost all the 365 days a year with their children
and are the most knowledgeable about their history, interests, and abilities (Rockwell,
Andrews and Hawley, 1996).
Educators across the nation have long declared the importance of family involvement in
children’s education. Considering the large amount of time children spend outside of
school, up to 87% of waking hours, it is easy to see how families have a profound impact
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
on children’s educational lives. Families dramatically influence the degree to which
children are engaged in school and how they identify themselves as learners. A strong
family-school partnership will improve both academic and behavioral outcomes for
children.
Academic benefits: When families are involved in children’s academic lives according to
Christenson and Sheridan (2001), grades improve, test scores rise, and even students’
attitudes toward schoolwork improve. Students complete more homework, are placed in
special education less often, and enroll in postsecondary education more frequently when
families and schools work together. In a climate in which schools are increasingly
pressured to raise achievement and test scores, facilitating these out-of-school influences
is critical.
Behavioral benefits: The benefits of a strong family-school relationship extend beyond
academic work. Other benefits of family involvement in schooling include improved
behavior at school, higher attendance rates, lower drop-out rates, higher self esteem, and
higher probability of avoiding high-risk behavior in adolescence.
Some other benefits, according to Ziegler (1987), also include higher school
achievement and attendance rates, lower delinquency and drop out rates, and increased
high school completion and high rates of College and University admission.
One other important role of the family in building partnership with the school for
enhancing the academic achievement of the child is to have a home environment which
provides stimulation to learn. This is done by making available, appropriate play
materials in the home, throughout infancy, which would have positive effect on
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
achievement in early elementary school particularly in reading achievement. Bradley,
Caldwell and Rock (1988) were of the opinions that, it is very important to provide
manipulatives that encourage the young children to have a variety of sensory experiences,
and to be able to develop fine and gross motor skills. In homes environments where
children participate in family discussions, children are better prepared for the language
they will hear in classrooms.
Parents’ attitudes and expectations also influence children’s attitudes about
achievement. When parents show interest in their child’s education, set high expectations
and provide support and help needed, children are motivated to learn and achieve. When
family members take part in a young child’s school life in a positive way, this will
positively affect the child’s self esteem because it sends a message to the child that the
family endorses the school and deem it important. Active family involvement in school’s
special events, Parent Teachers’ Association, class visits etc. go a long way in enhancing
the achievement of the child in the school.
The type of family involvement that is most beneficial in the home environment changes
as the child grows and matures. Helping children with homework is most appropriate at
the elementary school level when families understand homework concepts and use
developmentally appropriate practices when helping their children. Parents should not
interfere with self-study, but reinforce autonomy so that their children develop timemanagement and study skills that will enable them to become autonomous and life-long
learners.(Cooper, Linsday & Nye, 2000).When children grow older, families can also
support by helping them develop positive attitudes and values, discussing school-related
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
issues at home, helping children to plan their educational and transition programmes,
maintaining high expectations for their children, and reinforcing their children’s feelings
of personal competence by expressing confidence in their ability to succeed (Sui-Chi &
Willms, 1996; Patrikako, 1997).
Most families want to help their children learn, but some may be unsure about what
assistance is most helpful or appropriate. Schools can help develop a home environment
that supports children’s learning by providing written materials, workshops, home visits,
etc., that offer guidance in the following ways:
(a) interacting with family members to know the curricular goals and assessment for
students in each subject at each level with suggested ways to implement the
curriculum in the home environment.
(b) Interacting with family members on how best to assist children with homework
assignments.
(c) Interacting with family members to learn about different types and levels of
involvement and how they can effectively support the education of their children.
(d) Informing family members on ways to reinforce behaviours at home that can
enhance learning such as time management, organizational skills, limited
television viewing, and computer use.
Some other Benefits of Family-School Collaboration
The National PTA (2000), and the National Coalition for Parents involvement in
Education (2002), have enumerated the benefits that can be gotten from family-school
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
collaboration. Some of these befits are to the students, some are to the teachers, while
some are to the school administrators, parents and society.
To the students, family-school collaboration would afford them more positive
attitudes toward school, higher achievement, better attendance in school and in school
activities, higher graduation rates at the primary and secondary school levels, higher
enrolment rates in the post secondary education and better school to attend.
On the part of the teacher, effective family-school collaboration would lead to
greater teaching effectiveness, higher expectation of students, increased ability to
understand family views and culture, greater appreciation by parents, and improved
morale.
Through effective family-school collaboration, the parents would also have greater
knowledge of education programmes and school work, greater knowledge of how to
be more supportive of children, greater confidence about ways to help children, more
positive views of teachers.
The society would also benefit from effective family-school collaboration by having
greater strength, greater impact of services through a comprehensive, integrated and
increased access to services for families, and greater sense of community.
Barriers to Family-School Collaboration
Although, family-school collaborations are proliferating, many school and
community programmes continue to function “in relative isolation from each other”.
Most of the time, it is not lack of interest that prevents parents and families from
becoming involved in their children’s education, but challenges such as poverty,
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
single parenting, language/literacy barriers, cultural and socio-economic isolation that
hinder their involvement.
There are some other barriers that can prevent families from collaborating with the
school in educating the children. These barriers may originate from the home
environment or may be related to school policies and practices like:
(a) Non awareness by parents that they should collaborate and be involved in the
education of the children.
(b) Parents believe that the teacher has special authority and they should not question
the authority.
(c) Parents are not aware that they have power concerning decision making about
their child’s education
(d) Uncertainty of parents about how to collaborate and contribute.
(e) Some school environment do not support family involvement
Practical Ways of strengthening family-school Relationship to Enhance the
Educational Attainment of Children
There are many practical ways by which the family can help their children in schoolrelated activities so as to advance their educational attainment. As children move
through various developmental stages, as they grow, develop and mature, each stage
of development presents parents with a variety of discipline issues. Children can
aggravate, disrespect or even ignore parental requests and rules in their quest for more
independence.
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
The family can use some of the following suggestions by Saronji Mehta-Lissak
(2002) to guide them:
How to handle elementary school discipline:
1. Establish routines and roles: These are the backbone of a family which can offer
stability, predictability, and comfort. Set bedtimes, reading times, play times, and
bath times and stick with them as much as possible. As routines become
established, eventually, discipline is maintained.
2. Family should clearly state its expectations and acceptable behaviour. This would
include using polite manners, being cooperative, speaking respectfully and
controlling negative body language.
3. Use a firm but loving tone of voice when talking to your children. Avoid yelling,
dominating or exerting power. This only increases anger in children. Model the
kind of behaviour you would like to see in your children.
4. State the consequences of some actions clearly to your children. Be a united front
with your spouse. Also, let nature determine the consequences for some
behaviours. For example, if your child refuses to wear a sweater on a cold day, let
him/her go out without one. Nature is a great teacher.
5. Establish children’s self esteem by allowing them to make some decisions. Give
them a few limited choices.
6. Seldom use affirmative language like “Don’t” and “Stop”. These words
immediately create a power struggle. Instead, try words like, “Please”--------.” I’d
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
7. like you to---------. Messages like “If you finish your homework, you can play
outside,” can be effective motivator .
8. Identify what motivate your child and use to your advantage.
9. Keep the avenues of communication open so that your child will feel free to
discuss any problems or insecurities with you.
10. Be affectionate, attentive, and offer empathy. All of these contribute to deeper
relationships and more positive behaviour. Sometimes, have a laugh--.
How parents can assist their children to do homework?
One of the most important aspect of a child learning process is homework. It is also
important for parents to get involved and stay informed about what the child has been
taught.
Parents can also follow the following suggestions given by Stephanie
Macadaan (2002) to assist their children to do their homework.
1. Being alone is not the best way to do homework. Let the children discuss their
day with you and try to find out what homework has been given to them. By so
doing, it will allow you and the child to have a plan for getting the homework
done.
2. Before children begin their homework, let them be properly fed and satisfied. Do
not allow them to be hungry and be distracted by hunger. Eliminate the chance of
distraction by providing healthy snack if food is not ready.
3.
Decide on the best environment for your children to do their homework. Choose
any conducive area that is free from distraction.
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4. Make sure all needed amenities are readily available in the environment. Let them
make use of restroom and provide some drinking water which can be potential
distractions. Avoiding these distractions will save the children time once they
begin their homework, as well as preventing breaks in their concentration level.
5. Parents can consult the teachers on how much help the children should be getting.
Be around to answer questions but do not hang over their shoulder doing the work
for them.
Assisting children to achieve Success
Another important role to be played by the parents is to help them in achieving
success. The following are few suggestions to guide parents in assisting their children
to achieve success.
1. Make sure that your children eat breakfast every morning. Do not allow them to
skip breakfast.
2. Do not allow them to look tardy so, wake them up early enough to get up on time.
3. Allow the children to have a good night sleep.
4. Help them to prepare all of their things the night before including clothes or
uniforms, socks, etc.
5. Praise your children, encourage them, use positive reinforcement, and work
closely with them. Let them know that you are available to help them at all times.
Allow children to ask you questions. Let them be stress free and always happy.
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
6. Parents should be role model to their children. Be positive and supportive to the
teachers and school system.
7. Remind your children to start reviewing their notes at least three days before a
test. Let your child read to you often and regularly.
Teaching children about sex education from home
Children of today, especially teenagers are becoming more and more involved in
sexual relations, and intercourse. Many parents think that it is a secret thing and so,
they are embarrassed to talk about it.
The truth is that it needs to be said, and teenagers need to learn about the true
consequences of a sexual relationship. Many teenagers are becoming pregnant at a young
age while many are having abortion. Teenage pregnancy can be prevented if parents are
more involved in their children activities and lifestyle. The following can guide parents
on how to talk with their children on sex education:
1. Never be afraid to talk to your teenage children about sex education. The best
time to teach sex education is around the age when they are getting to be sexually
active.
2. The truth is that many children learn about pregnancy, sexual intercourse, and
STD’s in the secondary school. By this time, some are already active in sexual
relationships. Teenager need to be taught about this before secondary school.
Parents should prepare them.
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
3. Try to prevent teenage pregnancy, the acquiring of a sexually transmitted disease,
and so on. Do your part as a parent. Raise them with the proper information that
could save a life.
Conclusions and Recommendations
There are sweeping changes that have occurred and that are still occurring in families,
schools and societies which require educators to collaborate with families and
societies if they are to be successful in their primary mission of educating children.
(Decker, 2001). When schools and societies work together, both are strengthened in
synergetic ways and make gains that outpace what either entity could accomplish on
its own. This is because families access community resources more easily; seniors
contribute wisdom and gain a greater sense of purpose; and ultimately, students serve
and learn beyond their school involvement Children from families that are regularly
and constructively involved in their education attain higher levels of academic and
social competence.
Clearly, family-school partnerships require effort and flexibility, but the potential
benefits for children and their families, as well as the school as a whole, are worth it. It is
therefore recommended that for children’s educational attainment to be enhanced there
should be family-school collaboration.
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Journal of Sociology and Education in Africa (JOSEA) Vol. 8 (1), 2009
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