Assignment Task:
This assignment has two components. Please refer to information on coding and memoing in the Qualitative Data Analysis content guide, especially the article, "Memos and Memoing," by Dr. Thomas Groenewald (March 14, 2010). The article discusses memoing to enhance credibility, for qualitative data analysis purposes, and offers a few hints or technical features for good memoing:
Code your notes. As you review the field notes that you took during your observation in Module 4, look for patterns in your observations. Are there activities, objects, or interactions that caught your attention? You can use these as your initial broad codes. Write brief description of the codes you have identified. Quote portions of your field notes as you identify broad quotes.
Write a memo about your observation. There are many topics that you might consider for this memo. Did you face issues of reactivity or reflexivity? Did you observe something that you want to consider at a later date? Are you surprised about some of the trends that you observed? Need Assignment Help?
My notes from observation below
The research question focuses on understanding how parental involvement influences academic success in early intervention programs for children at risk of academic failure. This is a critical area of study as early intervention programs aim to mitigate developmental and educational disparities among children from disadvantaged backgrounds. Parental involvement has been consistently linked to improved academic outcomes, but the mechanisms through which this influence operates require deeper exploration. The observation was conducted at a library, an ideal site for studying social interactions related to educational activities. Libraries often host programs such as reading sessions, tutoring, and parent-child learning activities that provide opportunities to observe parental involvement in real-time. The observation lasted two hours, during which detailed notes were taken on various interactions between parents, children, and facilitators. The library is a medium-sized community facility with designated areas for different activities. The children's section is brightly colored and equipped with small tables, chairs, bookshelves filled with picture books, and educational toys. There is also a separate room used for group activities like Storytime or workshops. During the observation period, the library hosted a "Parent-Child Reading Hour," followed by an informal play-and-learn session facilitated by a librarian. Approximately, 15 children aged 3-7 years attended the program with their parents or guardians. Most parents appeared to be mothers (about 12), while three fathers were present. The group was diverse in terms of ethnicity and socioeconomic background based on observed clothing styles and interactions.
Librarians greeted families warmly and provided instructions about the schedule as Parents arrived with their children between 10:00 AM and 10:15 AM and immediately engaged their children by helping them select books or toys. Others allowed their children to explore independently while they chatted with other parents or checked their phones. During this structured activity, parents were encouraged to read aloud to their children using books provided by the library. Most parents actively participated by sitting close to their child, pointing out pictures in the book, asking questions ("What do you think will happen next?"), or encouraging their child to sound out words. A few parents seemed less engaged; one mother scrolled through her phone intermittently while her child flipped through pages alone. Children whose parents were more interactive appeared more focused on the task and responded enthusiastically when prompted. The librarian walked around offering guidance on reading techniques (e.g., emphasizing phonics or asking open-ended questions). Parents who sought advice from the librarian tended to implement these suggestions immediately (e.g., slowing down while reading or encouraging their child's participation).
After reading hours, families moved into another room where various educational toys (puzzles, building blocks) were available. Some parents actively engaged in playing with their children by building structures together or guiding them through puzzles. Other parents used this time as an opportunity for socializing with other adults while keeping an eye on their child from a distance. Children whose parents were more involved in play demonstrated greater persistence in completing tasks compared to those playing alone. As families left around noon, several librarians handed out flyers about upcoming events and encouraged feedback from parents. A few parents expressed gratitude for the program's structure and resources.
Patterns Noted
High Engagement vs Low Engagement: Parents who actively participated in both reading and play sessions had children who appeared more focused and enthusiastic about tasks compared to those whose engagement was minimal.
Parental Guidance: Children frequently sought help or validation from engaged parents ("Is this right?" "Look what I made!") but rarely approached disengaged ones. Social Influence: Parents who interacted positively with facilitators seemed more confident in supporting their child's learning during activities
Parental Involvement Mechanisms
Modeling Behavior: Engaged parents modeled positive attitudes toward learning by demonstrating interest in books or puzzles themselves. This aligns with Bandura's theory of observational learning1, suggesting that children imitate behaviors they see valued by caregivers.
Cognitive Scaffolding: Parents who asked questions or guided problem-solving provided cognitive scaffolding that helped children develop skills like comprehension or persistence.
Emotional Support: Active parental presence appeared to boost children's confidence during challenging tasks.
The observations support findings from prior research indicating that parental involvement fosters academic success through mechanisms like increased cognitive competence and stronger student-teacher relationships. For example: Children whose parents actively participated showed signs of higher perceived competence (e.g., pride after completing puzzles). Positive parent-librarian interactions mirrored findings that collaborative parent-teacher relationships enhance classroom performance.