Parental Warmth is the Premise of a Good Adaptation of the Child to the School Environment

A special importance is given to the relationship that is established between parents and the school where the children learn. This relationship significantly increases the level of school adaptation and the students’ learning outcomes.

Parents can get involved in students’ lives in different ways: helping them make the right decisions, helping them with homework or keeping in touch with school. Taking part in the children’s school activities can also positively influence school accommodation and students` success. The involvement is the more effective as it takes place earlier even from kindergarten and primary school.

Another important factor is the relationship between the child’s parents. The love between parents, the mutual respect, as well as the parental care will create a good atmosphere in the home that will bring great satisfaction.

Parents who take the time to read to their children since kindergarten, to teach them the alphabet, a few words and writing rules will have children who will read fluently with pleasure, who will understand what they are reading, who will have a better developed reasoning ability and who will write without mistakes.

The parents` language also influences the children’s language. Even in the case of children or adolescents with serious behavioural problems (delinquency, alcoholism), the constant involvement of the two parents brought significant results regarding the recovery of the children and the increase of their school results.

Regardless of age, the child needs both a warm ambience, but also obedience, rules to comply with, established in agreement with the parents.

Thrift is the measure of all things. An optimal dosing of affective warmth and parental authority is the premise of a good adaptation of the child. Family relationships have consequences on the development of children’s personality. The family is the place where the child’s personality is formed, a harmonious development of his being is realised.

The tensions, the quarrels in the family are traumatic for the child. Living these tensions intensely and repeatedly, the need for security is not satisfied, and the child’s personality will crystallize in a non-harmonious way. Parents need to be inventive about the child’s schedule, not to load him too much with extracurricular activities, but to find ways to spend time with him.

Parents should not impose their personal opinions, but present their beliefs in an honest, clear way and commensurate with the child’s age and maturity. They must adopt an open attitude, encourage the child’s questions and his desire to inform himself, rather than try to force the assimilation of their values by the child. If the parents` values are well argued and if they truly believe in them, the child will adopt many of them. If the parent’s actions are inconsistent, it is the children who will clarify things for themselves, either subtly through the behaviour or, in the older children, directly, expressing their disagreement with the parent.

In conclusion, it is recommended that parents collaborate with the school, get involved in the children’s activities, so that children feel better and more comfortable. Children will grow up regardless of whether the parents get involved or not, but it is very important how they want to grow up.

1. Lippman, L. (2005),”Indicators of children, family, and community connections”, Washington, DC: Office of the Assistant Secretary for Planning and Evaluation U.S. Department of Health and Human Services
2. Minulescu, M. (2006), „Psychological relationship with your child”, Bucharest, Psyche
3. Saint-Jacques, D., Drapeau, S. şi Beaudoin, D. (2006),”Parent involvement practices in child protection: A matter of know-how and attitude”, Child and Adolescent Social Work Journal
4. Senechal, M. (2006),”Testing home literacy model: Parent involvement in kindergarten is differently related to grade 4 reading comprehension, fluency and reading for pleasure”, Scientific Studies of Reading


prof. Luminița Melania Dîngă

Liceul Teoretic, Ghelari (Hunedoara) , România
Profil iTeach:

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