The networking opportunities that directly and indirectly

The first type of involvement is parenting. It includes
helping families with fundamental parenting abilities, encouraging home
conditions to assist children in the educational process, and helping schools
to understand families (Herrell, 2011). Schools can assist families in meeting
their responsibilities as parents of children at each age level by providing
activities that expansion their knowledge and strengthen their skills with an
end goal to impact their child’s development and improvement (Epstein et al.,
2009). Activities ought to include information for parents and from parents
about their families (Epstein et al., 2009).

Information should be provided to all families, not only
the families who go to the workshops or meetings at school. Most of the time
families who do not attend or cannot attend are the families who truly need the
information (Epstein, 2001). On the other hand educators and administrators can
better understand families’ backgrounds, cultures, and goals for their children
when families provide information to schools.

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Parents can profit by effective parenting practices
by expanding their insight into every development stage in their child’s life,
which can build self-confidence about parenting (Epstein, 2001). With
successful parenting practices set up, parents may have a more noteworthy
feeling of support from the school and other parents (Epstein, 2001). Educators
and schools can also benefit from successful parenting practices by increasing
their understanding of families and the families’ objectives and concerns for their children
(Herrell, 2011). “Educators can gain respect for students’ and their families’
strengths, needs, and background” (Epstein, 2001).

Early childhood education programs can offer a wide
range of assets to families through parenting and adult training classes (Halgunseth,
L, C, & Peterson, A, 2009). The two sorts of courses provide parents with valuable
knowledge, skills, and improved social networking opportunities that directly
and indirectly influence children’s prosperity. Specifically, decreased levels
of parental pressure and high levels of parental warmth and nurturance have
proven to be highly powerful in the social and academic success of young
children (Cochran, 2007; Connell & Prinz, 2002; Dilworth-Bart, Khurshid,
& Vandell, 2007; Weiss et al. 2006).

In parenting classes, parents learn ways to improve their
relationship with their children and use techniques that advance learning (Halgunseth,
L, C, & Peterson, A, 2009). Past research has discovered various advantages
for children whose parents took part in parenting classes. For instance, Caspe
and Lopez (2006) conducted a survey of family workshops and parenting classes
that demonstrated positive family and child outcomes through assessments,
including randomized control trials and longitudinal investigations. A few
cases of the projects that were explored  include “Dare to Be You” (Miller-Heyl, MacPhee
& Fritz, 1998), Early Risers (August, Realmuto, Mathy, & Lee, 2003) and
“Incredible Years” (Reid, Webster-Stratton, & Hammond, 2007). In addition,
Chrispeels and Rivero (2000) conducted a study that examined the effect of
Parent Institute for Quality Education (PIQE) on a group of immigrant parents
in California. All of the families surveyed for the study revealed moves in
their parenting styles because of involvement with PIQE. They noted changes in
their train techniques, enhanced correspondence inside the family and with
educators, and expanded familiarity with how to construct the child’s
self-esteem. Tekin (2011) expressed parenting is helping all families set up
supportive home environments for children. He announced suggestions for home
conditions that serve to enhance learning, parental education activities and
family support programs are some practice examples of this type. Results for
children include great and improved participation, attention to significance of
school, and develop respect for parents (Epstein et al, 2002).