A school’s main objective is to provide the children with effective knowledge, in virtue of different external support. Parental involvement seems to be the most robust as well as the most useful among them. Sampson (2014) defines the parental involvement as set of supportive activities to improve the children’s academic attainment, which positive influence is acknowledged by many other researchers (Fan, 2001; Williams et al., 2002). The activities may vary from controlling the child’s studies at home to interaction to the school administrative procedures. The schools of Kazakhstan are also lucky to have such committed and fully involved parents. In the following discussion I shall urge to implement the live streaming video monitoring system at schools as one of the most convenient ways to improve the parental involvement at local schools. Possible shortcomings of the system are also included for further discussions.
Let us penetrate deeper into the notion of the live video streaming facility, which is already abundantly used in Kazakhstani private kindergartens. According to Fryer (2001), video cameras in each classrooms of the kindergarten are connected to one computer to compact the recordings and simultaneously send them to the parents’ any devices that have internet connection. Consequently, parents are able to watch what their children are doing in real time sitting at home. In addition some modern devices allow parents to record the video (Fryer, 2001). It is important to highlight the difference of this facility from the security surveillance system, which is solely utilized by the security staff.
The system might look daunting prima facie. However, the kindergartens using this system demonstrate positive outcomes. The main advantage of this invention is that parents are able to watch their children’s activities in real time throughout their presence in the kindergarten, which enables parents to be fully and at the same time indirectly involved in children’s education (Fryer 2001). This helps the kindergarten staff to elude frequent misunderstandings from parents because of insufficient knowledge about their children’s lives at the kindergarten. Therefore, the staff could be protected by the system, as their activities can be verified with the video, which amplifies assurance of parents about the choice of the nursery school.
Let us get back to the schools. Williams et al. (2002) observed the quality of parental involvement at schools and investigated the ways parents are informed about the children’s academic achievements. The results of the research showed that 94% of the parents are aware of their children’s success because they regularly attend parent meetings (Williams et al., 2002). However, it is a well known fact that mostly only ONE of the parents attends the meetings, which means that the second parent remains less informed. Another way of getting acquainted with the child’s school life is the school report (92%) (Williams et al., 2002). Although these ways look eloquent, the question of reliability of such “verbal” information distribution still lingers. Hence the implementation of LSV system would greatly contribute to solve this problem.
Some would argue the effectiveness of the system regarding the rights and morale of the teachers. Considering the level of their professional commitment, I shall assume that they might be even glad to use such facility for above mentioned reasons. On the other hand, the system might be an extensive taste for schools. Again, reckoning with the level of parents’ interest, funding might be the minor problem.
The reason of parents’ intervention into the school life might be their scarce knowledge. LSV system could both abate their immoderate and baseless suspicions and appease the work of teachers as well as the administrative staff of the school.
Fan, X. (2001). Parental involvement and student’s academic achievement: A growth modeling analysis. Journal of Experimental Education, 70, 27-61.
Fryer, B. (2001). System and method for distribution of child care training materials and remote monitoring of child care centers. US 6233428 B1. Retrieved from http://www.google.com/patents/US6233428#backward-citations
Sampson, L. (2014) Parental involvement and children’s educational performance: A comparison of Filipino and U.S. parents. Journal of Comparative Studies, 14(3). 351-368.
William, B. (2002). Communication. In Parental involvement in education (pp. 42-50). Norwich: Queen’s Printer.