Topic name
Influence
of the family on children intellectual development
Objectives:
After reviewing this chapter, readers will be able
to:
·
Describe how family influence on
children intellectual development.
·
Explain the role of parents in a
children intellectual development.
·
Identify the major family factor that
effect on children intellectual development.
Meanings
·
Influence
The capacity to have an effect on the character,
development, or behavior of someone or something, or the effect itself.
·
family
A group consisting of
parents and children living together in a household.
·
Intellectual
development
A person possessing a
highly developed intellect.
·
Development
The process of
developing or being developed
Definitions
What
is influence?
The act or power of
producing an effect without apparent exertion of force or direct exercise of
command
What
is intellectual development?
Relating to the ability to think in an intelligent
way and to understand things, especially difficult or complicated ideas and
subjects
Ø Factors that Influence of the
family on children intellectual development:
The child’s education begins at home. It is within the
family that the development of his mental ability starts. Hence, if the family
possesses a favorable intellectual atmosphere, the mental development of the
child is speeded.
In infancy, the child imitates his parents. At
atmosphere of self-dependence in the family makes a child self-sufficient and
self-reliant, his mental faculties develop properly. Parents should make their
best efforts to satisfy the inquisitiveness of their children and should pursue
the child to think for him self .For full mental development, it is necessary
that relationship between parents and other family relation should be full of
love and affection.
1.
Hereditary
Heredity refers to genetically transmitted
characteristics from generation to the next. We inherit genetic code from
parents. Person's genetic heritage is called genotype. The genotype expresses
itself in observable appearance and behavior, which is called phenotype. The
phenotype includes height, weight, eye color, and psychological characteristics
such as intelligence, personality and creativity.
The genetic code provides the base on which
phenotype grows and manifests. How can we know that human intelligence has a
genetic basis? To do so, we have to infer the underlying genotypes from the
observable phenotypic behavior.
A strategy to understand genotypes from phenotypes
is to examine the similarities between the intelligence level of children, and
their parents and relatives. Francis Galton (1885) was of the view that
intelligence is largely inherited, and it runs in families. Parents with high
IQs tend to have children with high IQs, and parents with low IQs have children
with relatively low IQs (Crooks and Stein, 1995).
Correlations between IQs of brothers, sisters,
children and their parents, and their distant relatives indicate that
intelligence has a strong hereditary component (Kagan and havemann, 1976). The
correlation between the IQs of one child and another person selected at random
would tend to be zero, while among the related individuals the correlations
would be relatively high.
2.
Parent-Child interaction
Parents are the first teachers for the child. The
nature of mental behavioral transactions between the parents and the child has
a critical influence on his intellectual competence. Children's intellectual
develops is faster when parents provide emotional security, make the family
environment more supportive, praise the child's achievement, allow
independence, support the intellectual achievement of children. On the
contrary, with stressful family conditions and protective parents encouraging
dependence in child the child's intellectual development suffers. Parental
expectations for boys and girls differ and are reflected in their achievements.
Parents consider mathematics more important for boys than girls. There are many
studies to suggest that girls outshine boy language skills, whereas boys show
superior performance in mathematical and spatial tests.
3.
Socioeconomic status (SES)
Children of the upper socioeconomic strata of the
society are exposed to more intellectual stimulation, get better social
opportunities, and are nurtured with better nutrition. All these are believed
to influence their intellectual development in a positive direction. The index
of socioeconomic status (SES) is based on parental education, occupation, and
income. The higher is the socioeconomic status of the parents, the higher is
the average IQ of children.
The children of low socioeconomic status score
approximately 10 to 15 IQ points below the middle-class and higher-class
children (Hall and Kaye, 1980). These differences are present by the first
grade and are sustained throughout the school years. Parental occupation is
closely related to the IQ level of children (Harrell and Harrell, 1945).
The intellective support provided to children at
home differs from one SES to another. Moreover, children from varying SES
levels bring different attitudes and cognitive styles to the problem-solving
situation, which affect their performance (Yando, Seitz and Zigler, 1979).
4. Resource needs provided parents
Resource needs generated by a
child at biological risk or with a disability, the third
category of potential stressors,
are equally important. Child characteristics often disrupt
typical family routines, placing
numerous unexpected time and financial demands on
family members (e.g., Bristol,
1987; Dyson, 1993). All of these factors related to
resource needs have the potential
to disrupt one or more of the three family patterns of
interaction that influence the children intellectual
development.
Ø The role of parents in a children
intellectual development
1.
Encourage children and build confidence
Praise and
acknowledge children’s attempts and not just their successes. Showing children
you value their effort helps to give them the confidence to keep trying.
2.
Develop attention
Children need
focused time to learn and think. Help children develop attention and
concentration by making sure that quiet time is set aside for homework and
other learning tasks without TV or other distractions. Encouraging and
rewarding children for concentrating and persisting with learning tasks will
support good study habits and effective learning.
3.
Provide ‘scaffolding’ for children’s learning
Extend
children’s learning by asking questions, giving children hints and prompts or
showing them how (but not what) to do.
4.
Involve in learning
Learning as a
family can bring significant benefits for adults and the children in their
care. It can:
·
Enhance their ability to support the
child’s education
·
Help create a culture of learning
·
Help improve their own skills and
confidence
·
Help them to understand how to support
the development of the child’s skills.
Ø The role of teacher in a children
intellectual development
1.
Provide
resources needed to Playing
Children engage in
play, which has a role in cognitive or intellectual development and helps
children develop cognitive skills, such as problem solving. Children do less
complex play in settings where the activities are controlled by the teacher.
Teachers can give children the resources needed to play, such as arts and crafts,
toys and games.
2.
Self-Efficacy
Children are more
likely to succeed when they believe that they can succeed. Teachers can have a
positive effect on the cognitive development of their children when they show
that they have confidence in the child's abilities. Conversely, teachers who
tell children that they won't likely "amount to anything" can
seriously impair the child's cognitive development. Children set goals based on
their conception of their ability, a phenomenon known as "self-efficacy."
Confident children
conceptualize mental images of success that serve as maps to pursue success.
People who have a lot of cognitive ability are more likely to succeed when they
have self-efficacious thinking than if they have little self-efficacy. Teachers
can try to encourage students to engage in positive self-talk.
3.
Intrinsic
Motivation
Children should be
given as many opportunities for choice as possible so they can develop an
intrinsic motivation to learn, meaning the teacher won't have to force them to
engage in learning exercises. When teachers are supportive of the child's
desire to learn, the child might develop an intrinsic desire to learn. Then,
they will be motivated to continue learning without the help of the teacher and
they develop their intellectual abilities.
4.
Interpersonal
Interaction
Children learn most
effectively by interacting with others. Therefore, teachers play a crucial role
in a child's cognitive development, by interacting with kids. They can also
help facilitate group activities, which allow children to learn from each
other. Teacher interaction and group activities allow children to develop
intellectual skills.
Formative
Questions:
Q1. What
is intellectual development?
Q2. How
family factors influence the children intellectual development?
Q3. What
is the role of parents in a children intellectual development?
Final
assessment MCQs
1. Children of the _______ socioeconomic
strata of the society are exposed to more intellectual stimulation.
a) Upper b) Lower c) Middle
2. Extend children’s learning by asking
questions, giving children ___ and prompts or showing them how to do.
a) Guess b) Hints c) Help
3. Children's ______develops is faster
when parents provide emotional security, make the family environment more supportive.
a) Physical b) Intellectual c) Cognitive
4. _______ refers to genetically
transmitted characteristics from generation to the next.
a)
Family b)
Environment c) Heredity
5. Parental
occupation is closely related to the _______ level of children.
a) Intelligence quotient b) Physical quotient c) Growth
Influence
of the family on children intellectual development
Summary (138)
Factors
that Influence of the family on children intellectual development:
The child’s education begins at home. It is within
the family that the development of his mental ability starts. Hence, if the
family possesses a favorable intellectual atmosphere, the mental development of
the child is speeded. There are some Factors that Influence of the family on
children intellectual development:
Heredity refers to genetically transmitted
characteristics from generation to the next. We inherit genetic code from parents.
Person's genetic heritage is called genotype. The genotype expresses itself in
observable appearance and behavior, which is called phenotype. The phenotype
includes psychological characteristics such as intelligence, and creativity.
A strategy to understand genotypes from phenotypes
is to examine the similarities between the intelligence level of children, and
their parents and relatives. Galton was of the view that intelligence is
largely inherited, and it runs in families. Parents with high IQs tend to have
children with high IQs, and parents with low IQs have children with relatively
low IQs.
2.
Parent-Child interaction
Parents are the first teachers for the child. The
nature of mental behavioral transactions between the parents and the child has a
critical influence on his intellectual competence. Children's intellectual
develops is faster when parents provide emotional security, make the family
environment more supportive, praise the child's achievement, allow
independence, support the intellectual achievement of children.
3.
Socioeconomic status (SES)
Children of the upper socioeconomic strata of the
society are exposed to more intellectual stimulation, get better social
opportunities, and are nurtured with better nutrition. All these are believed
to influence their intellectual development in a positive direction. The index
of socioeconomic status (SES) is based on parental education, occupation, and
income. The higher is the socioeconomic status of the parents, the higher is
the average IQ of children.
4. Resource needs
provided parents
Resource needs
generated by a child at biological risk or with a disability, the third
category of
potential stressors, are equally important. Child characteristics often disrupt
typical family routines, placing numerous unexpected time and financial demands
on family members. All of these factors related to resource needs have the
potential to disrupt the children intellectual development.
Ø The role of parents in a children
intellectual development
1. Encourage children
and build confidence
2. Develop attention
3. Provide
‘scaffolding’ for children’s learning
4. Involve in learning
Ø The role of parents in a children
intellectual development
1. Provide resources
needed to Playing
2. Self-Efficacy
3. Intrinsic Motivation
4. Interpersonal
Interaction
Comments
Post a Comment
any suggestion on my side