Empowering parents for homework support

Abstract

Homework renders parents frustrated and disempowered. Parents often lack sufficient guidance in order to support their children with homework. Thus parents feel disconnected from the learning process. Subsequently, they seek control within their family-centred practices. Carl Dunst’s Integrated Framework for Family Empowerment was used to identify key components of a child’s learning and development and the implications for parent involvement in homework. These components highlight important aspects within the learning process—starting with Parenting supports; Child-learning opportunities; and Family and community supports and resources. One family was selected to participate in this case study. The research was conducted at the participants’ home. The methodology consisted of qualitative research relying on personal and official documents, photos, semi-structured interviews, informal conversations, observations and a reflective journal for data collection. The experiences were documented and reported through narrative inquiry. The data analysis resulted in themes and categories. The findings revealed that effective communication is essential to strengthening parenting support with homework. Parents’ attitudes towards homework and other school requirements have a fundamental influence on how the child perceives school—this paves the way towards child-learning opportunities at home. For learning opportunities to be realised however, the child needs to develop intrinsic motivation. Furthermore, the need for family and community supports and resources requires of parents to become involved in the learning process. They should work with the teachers in finding alternative ways to support their child. Incorporating additional support strengthen interactions with the school, thus, creating a social network which assists in making informed decisions regarding the child’s learning and development.