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Role of parental involvement in implementation of curriculum of the Early Childhood Care
and Education in Pakistan
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Young children learn and develop in many ways through formal education
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Parents role in providing learning
opportunities at home, school and elsewhere is very critical
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Muller (2009) suggests that, 'Family-school and community partnerships are re-defining the boundaries
and functions of education
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In these ways, they take education beyond the school gates'
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Curriculum implementation involves the performance of teaching tasks and rendering of
expected services as specified in the curriculum
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It is a process
through which curriculum stipulations are adapted to suit school goals, resources are secured, and the
school generally monitors progress of implementation and evaluates the outcomes at specified stages in
the implementation process
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This is because the final destination of any
curriculum (whether it be a school, college, university or training organisation) is the classroom involving
students, teachers, administrators and the community
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Effective
implementation requires among other things, the involvement of parents in the education of their
children
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Anyikwa and Obidike (2012)
describe parental involvement as the participation and support of parents at school and in the home,
which directly and positively impacts the educational performance of their children
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Parental involvement entails seeing parents as active collaborators in their own children’s learning and
development and ensuring that they are well informed about their children’s school lives and clear
about the ways in which they can work with the school (Williams & Ullman, 2002)
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It is rather what parents
and the school do collectively and collaboratively to ensure adequate and effective policy making and
implementation, discipline, funding, facilities and staffing for the success of children
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Parents aware of
the benefits of engaging in their children’s education are also very few
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Equally not all the parents
support in implementation of curriculum, or focuses on the processes and practices through which a
curriculum is implemented beause they know very little about the parenting
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1) Parenting skills to assist parents with understanding their children’s learning needs, and helping
teachers understand family needs; Parenting included the basic responsibilities of families, such as
providing housing, health care, nutrition, clothing, and safety, as well as creating home conditions that
support children’s learning (e
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, purchasing necessary books and other school supply or providing a
place to study)
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2) Communication that allows for two-way, open communication between the school and home; The
second most important factor in any partnership was communication
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Williams, Williams and Ullman (2002) note that communication between schools and
parents remained a positive step in the right direction
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Communication
provides opportunities for the exchange of information were vital and must be consistently utilized for
meaningful involvement to occur among parents, teachers, and administrators
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(2002) identify volunteering as the third approach to involvement
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The authors clarified, however, that parental engagement in PTA or other types of decisionmaking organizations involving parents, teachers, and perhaps students and other community members,
was not volunteering
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(2002) called the fourth step learning at home
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g
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Parents who were involved at this
level often advocated in the children’s best interests
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model
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Collaborating with the community to create mutual benefit by sharing resources and
contributing to both school and community goals
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, 2002)
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A large body of evidence demonstrates a strong and positive link between parents’ involvement and
interest in a child’s learning and a child’s subsequent adjustment and achievement (Ali, 2012;
Curriculum for Excellence 2010; Reynolds, 2007; Sylva, Scott, Totsika, Ereky-Stevens & Crook, 2008)
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The importance of parental involvement is further
highlighted by Morrison (2007) who notes that parents’ involvement in children’s learning positively
affects the children’s performance at school
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When schools and parents work in partnership, students
realize that people who take care of them in both environments are investing and coordinating time and
resources to help them succeed
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Cheeks (2012) adds that parental involvement in education, either in school or at home,
creates partnerships among schools, parents, and communities
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Through active and ongoing communication, parents and teachers share information and
resources regarding students’ academic and behavioral conduct
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On the
other hand, proponents also suggest that part of the benefit of parental involvement in education in any
situation is that doing so can result in positive change in homes, communities and the wider society
(RSA, 2010; Scott & Sylva, 2004; UNICEF, 2009)
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Nnadozie (2004) defines curriculum implementation as the execution of relevant curriculum and
teaching tasks within and outside the school setting
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Sharing in Epstein’s (1995) belief that parent involvement was essential, Goodall and
Vorhaus (2011) a model of good practice Parental engagement requires active collaboration with
parents and should be pro-active rather than reactive
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The present study is informed by previous
research indicating the importance of parental involvement in all the areas listed by Epsten et al
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However, whilst many of the specific activities required of parents and schools are less well supported,
there is a dearth of literature on parental involvement in specific areas of the curriculum (Radd, 1993;
Scott & Sylva, 2004)
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It is difficult to
draw conclusions about how parental involvement in curriculum is viewed by male and female
principals
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A research gap thus exists as to what extent male and female principals as
school administrators perceive the parents to be contributing to secondary school curriculum
implementation in the state
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Despite the
difficulties of studying schools, families, and communities simultaneously, it is necessary to “think new”
about how students learn and develop as they progress from preschool through high school
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Well documented problems with student achievement,

motivation, attitudes about education, school behavior, and future plans are partly due to “old think”
that separates school and students from home and community, leaving teachers to work in isolation
from other influential people in children’s lives
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(2012)
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Alberta Journal of Education, 53(2), 198-215
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, & Obidike, N
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Mothers’ constructions of their roles in the literacy education of their
children
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Chan, W
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The impact of the Parent-Teacher
Association (PTA) on a secondary school in Hong Kong
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Cheeks, M
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The impact of learning centers as a parent-involvement aid to improve student
success
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ccsenet
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3, No
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Nova Southeastern University Florida: Abraham S
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Crozier, G
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(Eds
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Activating participation: Mothers, fathers and teachers
working towards partnership
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(2010)
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Retrieved November 18,
2013, from http://www
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gov
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(2010)
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Retrieved November 18, 2013, from http://www
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gov
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, & Abouchaar, A
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The impact of parental
involvement, parental support and family education on students achievement and adjustment: A
Literature Review
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Edwards, G
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(2009)
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Schooling for Sustainable
Development, 1, 95-114
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doi
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1007/978-1-4020-9686-0_5 Epstein, J
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, Sanders, M
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,
Simon, B
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, Salinas, K
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, Jansorn, N
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, & Van Voorhis, F
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(2002)
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Thousand Oaks, CA: Corwin Press
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E
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(2005)
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Journal of the World Council for Curriculum and Instruction,
5(2), 1-7
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(2006)
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Retrieved October 6, 2007,
from http://www
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opinion
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(2005)
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Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall
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(n
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100 ways for parents to be involved in their child’s education
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pta
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C
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Evaluating curriculum relevance in Nigeria’s

educational system
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O
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Bosah, C
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A
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), Refocusing Nigerian
education system for the nascent democracy (pp
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Benin: daSylva Influence limited
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(2003)
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L
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School, family, and community partnerships: Preparing educators and improving
schools
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Epstein, J
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(in press)
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Sadovnik, J
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Bohrnstedt, and K
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No Child Left Behind and reducing the achievement gap: Sociological perspectives on federal
educational policy
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Epstein, J
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, Sanders, M
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, Simon, B
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, Salinas, K
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, Jansorn, N
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,
& Van Voorhis, F
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, (2002)
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B
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Linking school-family-community partnerships in urban elementary schools to
student achievement on state tests
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Sheldon, S
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(2005)
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The Elementary School Journal
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Sheldon, S
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(in press)
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In A
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Sadovnik, J
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Bohrnstedt, and K
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No Child Left Behind and
reducing the achievement gap: Sociological perspectives on federal educational policy
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