Describe approaches to schooling and the development of achievement in children

Describe approaches to schooling and the development of achievement in children

The development of children is understood when parental and non parental care surroundings and individual characteristics used to develop a child are considered. Putting a child in good non parental care and beginning school are vital evolution stages in development of a child. There has been a significant growth in understanding various childcare effects on children. Giving a child good care is an imperative variable used in shaping the long and short term progress of a child (Wigfield & Eccles, 2002).

In order to link quality care to better outcomes achieved from the child, factors constituting to quality care are needed to be put into consideration and how quality care may be measured. In addition, the amount of quantity care issued to a child is helpful in shaping the development of a child. Wigfield & Eccles (2002) assert that different factors such as family and culture influence the transition of a child to school both achievements gotten from school and school adjustments.

In addition, adjustment is subjected by the factors affecting a child and the family, experiences the child gets in school and the relationships between the child and the teacher. The adjustment of children to school is a vital analyst of the educational progress and life of the children (Wigfield & Eccles, 2002). Many children come to school with different experiences both from child care and home influencing their response to the teacher. Children from a stable family with good income delight in greater success at school. There are studies revealing that good behaviors from children may be influenced by early good care of the children.


Wigfield, A., & Eccles, S. J. (2002). Development of Achievement Motivation. Massachusetts: Academic Press.