This lecture has been CANCELLED due to the adverse weather.
Abstract: It is well-established that children's well-being is largely determined by high-quality parenting (Asmussen, 2009, p.2). Research shows that a form of parental involvement... has a major impact on school outcomes even after all other forces (e.g. the effect of poor attainment or of social class) have been factored out... the effect is shown to be indirect and to operate in the main through the promotion of attitudes, values and aspirations which are pro-learning (Desforges with Abouchaar (2003, p.10). Feinstein, (2003, 2004) demonstrated that parental involvement can be particularly significant in breaking the cycle of disadvantage and children's underachievement.
Dr Evangelou's presentation will draw together findings from a number of studies that have been carried out in England during the last 10 years and will attempt to shed light on what we know about supporting parents as their children's first educators.
The presentation will also address evidence on the rationale of preventative policies as well as what we know from theories about parental involvement and its role on children's cognitive and socio-emotional development. It will argue that interventions and services need to be aware of the 'types' of parents who participate (or not) in their programmes. These parents range from those who are keen to participate in programmes, to those who are often referred to in the literature as 'Hard-to-Reach'. If one takes the position that parents have different levels of awareness of the importance of supporting their children's learning and different skills on how to do so, it will be argued that intervention programmes should take into account these unique family characteristics when interventions begin.
Posted: 16 November 2010