Child-Parent, Child Teacher, Child Pupil on Academic Development

Abstract

INTRODUCTION

It is accepted that children's individual characteristics such as IQ, language ability, age, sex, levels of motivation, and persistence, affect academic performance in early childhood. It is also understood that children's relationships with parents can affect school functioning and there is also some suggestion that teacher relationships, as well as the child-peer relationship, can have a similar effect.

To address the current problems, the present study will examine the influence of child-parent, child-teacher, and child-peer attachment on the academic performance of pupils in their early childhood.

METHODS

This study used descriptive correlational research. It will determine the relationship between child-parent, child-teacher attachment relationships and pupil-peer relationship, and their academic performance. The researcher adopted PIML questionnaire and applied a simple random technique in selecting the respondents of the study. The researcher used 70% of primary pupils in Julian A. Pastor Memorial Elementary School as the subject of the research.

RESULTS

Positive relationships result in better experiences for the child, giving him/her a more productive learning environment. The result shows the importance and significance of a healthy and strong child-teacher relationship that promotes and plays a significant role in improving children's academic achievement and motivation. The study shows that the quality of parent relationship has significant effects on the child's academic outcomes as well as family unity. It confirms that there is a direct relationship between the quality of peer relations and the development of the child's personality, social behavior, and cognitive development.

DISCUSSIONS

While both IQ and language ability are strong predictors of character development, relationships can also influence children's ability to learn and to perform academically. The predominant theory used to conceptualize children's relationships with both parents and teachers is attachment theory. Attachment research suggests that while the child-mother bond plays a predictive role in child-teacher attachment relationships, attachment bonds to teachers can occur independently of the primary attachment bond.