The Effects of Parent Drug Abuse on Pre-School Children Education
The Effects of Parent Drug Abuse on Pre-school Children Education
Parents’ engagement and involvement not only positively impacts children’s achievement, but it also fosters an opportunity for higher quality education and excellent performance in school. Within the society development and growth, education remains to be a primary factor. The research topic will use qualitative methods since it resolves the researcher to collect informationconcerning the respondents’ feelings together with their opinions. Qualitative methods are widely utilized in researches such as this to findvaluablestatistics in evaluatingcurrentevents and offering the base for a conclusion.
The target population for the research will be 14 pre-school children with an equivocal number of headteachers and teachers. This population is ideal since, with the pre-school children, 70% of their time is spent interacting with their teachers.
A study conducted by Kanus (2013) investigatinglifecyclementalailments and current emotive and behavioral complicationsamongkidsbetween six to eight years was living with fathers abusing substances staying in demographically harmonized households with alcohol-abusing or non-substance abusing fathers. The study discovered that children from households where their fathers’ abuse substances showedadvancedstates of despair, anxiety, and absenteeism than their fellow children from non-abusing families. The study outlined the conclusion that children who lived in families with drug-abusing parents are most probableto have a life full ofmental diagnosis and consequently were less intricatewithin their education.
According to Epstein et al. (2018), communication remains the main feature that shapes parental involvement in home and school activities to enhance interaction and collaboration. Parents’ substance abuse acts as a barrier to this communication flow and lacks the optimistic association and interactions with the ECDE centers, which their pre-school children attend. Many parents who tend to abuse drugs are embarrassed to get into communication with their children’s teachers since they are ashamed of their behavior, which is the source of negligence regarding the providing of their children’s necessities and wants (Dawe &Hamnett, 2007).
According to Calhoun et al. (2015), there were significant observations in Britain that established that it’s marked by denial, delusion, and no-talk conduct within a home-oriented with alcohol. Nevertheless, children born to parents who are addicted to drugs and lack knowledge of what is going on tend to perceive themselves as the cause of all the problems. This predominant feeling tends s to affect the children’s education from the pre-school levels. This is a result of the lack of peace and care that is necessary from the parents.
There is a gap in research linking the impacts of parent’s substance abuse and their pre-school children’s education. This research will try to put forth the need for education stakeholders and all the school and education representatives to collaborate and rescue both the pre-children education and their parents who are abusing drugs.
The purpose of this research will be to establish the effects of parental substance abuse on pre-school children’s education. Specifically, it will focus on educational aspects involving attending and retention into pre-school, provision of learning needs, the relationship between teachers and the parents, and the children’s behavior in school.
The target population will be a total of 14 pre-schools, 14 headteachers, and 28 pre-school teachers. From the 14 pre-schools, eight schools representing 55% will be randomly selected and picked. The sample from the 14 headteachers will be purposively selected as a result of the pre-schools chosen already. From the 24, 50% will be selected for the teachers through random sampling from the already chosen pre-schools. This will thus provide the research with the appropriate sample size of 28 participants.
The participants will be recruited through school management, who is the headteacher. This will be done through the physical intercept by the researcher and the headteacher together. The research can also use written methods in the form of letters to the teachers for their consent.
The research will use open-ended questions for pre-school teachers and interviews for the headteachers within all the schools.
Before the research, the researcher would find an introduction message and studycertification from the National authority dealing with drugs and drug abuse, and permission to engage will be sought from the headteachers and the class teachers.
The research will use questionnaires and interviews administered to the sample twice in a period gap of a fortnight. This will enhance the dependability of the study instruments.
The data will be scrutinizedby means ofdescriptive statistics through percentages, frequency distribution in addition to being presented using tables, graphs, and charts.
The research conclusion will be formulated based on the analysis of the findings and the research set objectives.
There may be mistrust among the teachers who may feel that the studymight expose issues of the substance abuse of their pupils.
The lack of adequate information about pre-school children’s parents and their behaviors and conduct.
Further quantitative studyrequires to be carried out to ascertainthe impact of parents’ substance abuse treatment on their children.
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