Primary Education-Role of Parents

Primary Education-Role of Parents

No one teaches us how to dream. We just do. But dreams can only carry the 61 million children not in school, mostly girls, so far. Educating children no matter where they are is one of the biggest steps we can take toward ending extreme poverty. Education is key to building a society that can overcome poverty in a sustainable manner. Investing in human capital brings about powerful social change and creates opportunities for those in developing countries to realise their full potential and to become leaders of the generation to come. (

Primary education is the basic and foremost right of every child. Its availability and provision is not only the responsibility of state but parents and households. Primary education brings awareness among the masses, opens avenues for opportunities as well self-advancement and improvement and reduces chronic and inter-generational poverty. As a first step in the creation of welfare and just society, universal primary education is an absolute pre-requisite for sustainable development.

Every single child that means girls as well as boys should be able to complete full course of primary education. In order to compete with the surrounding world, children are prepared from very early childhood. As early as four or five years, the children grew up in the home, where they seek advice about how family life, and how to interact with people in general pretense. But life and the competition and the whole world, life and excel in the upcoming one in later life. (

Attending a good pre-school and primary has more impact on children's academic progress than their gender or family background, researchers claimed today. The Institute of Education study found that the quality of teaching children receive is more important than their gender or family income.

A high quality pre-school followed by an academically effective primary school gives children's development a significant boost, the researchers found. But they said children also need a stimulating early years home-learning environment to build upon.

While all children benefit from a good pre-school, high quality is particularly important for children with special educational needs, those with mothers with low qualifications or children who come from unstimulating homes, the project found.

At primary school, the quality of teaching affects both children's social behaviour and intellectual development.

The researchers found much variation in the quality of teaching at age 10 and said this had a more powerful impact on children's academic progress than their gender or whether or not they receive free school meals.

Children who attend a more academically effective primary school show better attainment and progress in key stage 2 (ages 7 to 11) than children with similar characteristics who attend a less effective school, they said.

Going to a highly academically effective primary school gives a particular boost to very disadvantaged children. But home matters too, the researchers found.

A stimulating home learning environment at age 3 to 4 is linked to long-term gains in children's development and has an equal impact to the mother's qualification level.

The higher their parents' qualification levels, the more likely children are to do well at school and be good socially at age 11.

Prof Pam Sammons from the University of Nottingham, one of the project's lead researchers, said: "The research confirms the importance of early experiences and the powerful combination of home, pre-school and primary school in improving children's learning." (


The author of this article is Assistant Professor, Pioneer Institute of Professional Studies

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