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Parents and children learning together: A study of the effectiveness of parental involvement on children's problem solving skills
Problem Solving
Young Children
Issue Date: 
Singapore Journal of Education, 12(2), 64-74
This study developed from the findings of a previous set of studies into parental involvement in preschool education. Amongst some interesting results, significant were parents concerns, and uncertainties about their roles in facilitating the learning experiences of their children in the home environment. Additionally, the findings revealed that when parents do spend time with their children, reading stories and playing board games were popular past-times. Research elsewhere reveals that the kinds of pre-school activities most effective in the development of thinking skills, involve construction, drawing and board games. Thus, an aim of this study, is to investigate the extent to which parents' understanding of the competencies involved in these activities, affects their involvement in them at home and the progress of their children in school. This paper presents the findings of a pilot study of the role of the tutor in problem solving. It is an attempt to identify the kinds of knowledge and information about children that tutors, and subsequently parents, would need to have to be effective, and the kinds of activities which elicit developmentally appropriate strategies in children when presented with problem solving tasks. The results show that if parents are to be effective as collaborators in their children's learning, an understanding of qualitative differences in children, the kinds of activities and experiences provided, and methods of presentation, are vital factors for success.
Appears in Collections:Journal Articles - Singapore Journal of Education

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