Executive Summary
Learning style is a way of acquiring knowledge, skills, and abilities that are established by the curriculum at school. From the point of view of the meaningfulness, completeness, depth, and strength of the acquired knowledge, different learning styles are effective in different ways for different students (Khalid et al., 2019). School performance is the main criterion for evaluating a child as an object on the part of parents and peers (Chen et al., 2020). However, parenting shapes a child’s learning style and how well they manage to apply it.
Family Impact of Student Self-Consciousness
The attitude towards oneself as a student is conditioned by family values (Wu & Xu, 2020). As a student, the qualities that concern his parents come out in the first place (Seguin et al., 2021). This is primarily the maintenance of authority, obedience, and more (Yang & Zhao, 2020). The emphasis shifts in the child’s self-consciousness when parents are concerned not with his academic achievements and achievements, but with everyday circumstances in his active school life (Gorostiaga et al., 2019). Then, the child’s learning style becomes less active as he gets involved in extracurricular activities and focuses on the environment (Martinez et al., 2020).
On the contrary, when parents have little to worry about, that is, they pay very little attention to their children (Simamora, 2020). Most often, school life is not discussed or discussed for the sake of decency (Suryaman et al., 2020). Sometimes indifferent questions often sound, which also do not stimulate the child to use an active learning style (Agaton & Xu, 2021).
Challenges of Finding Own Learning Style
Due to the individual peculiarity in primary school age, there is sometimes confusion with the definition of learning style (Balantekin et al., 2020). High anxiety becomes permanent with prolonged dissatisfaction with the study on the part of people close to them (Dakhi et al., 2020). When a child is sick and lags behind the curriculum, it is difficult for him to join the course of study (Garbe et al., 2020). If they experience transient difficulties, unnerve adults, there is anxiety and fear of doing something wrong (Putri et al., 2020). Therefore, the child may feel insecure when trying other unusual learning styles in order to find their own (Sahithya et al., 2019). Therefore, in order to give the child the opportunity to find the most comfortable and effective learning style, parents need to provide a psychologically safe zone for experimenting with educational methods (Waters et al., 2019).
Parental Communication and Influence
Adults who are dissatisfied with the declining fruitfulness of the child’s educational work often focus on these problems in communicating with them, which increases emotional discomfort and reduces the activity of learning style (Abdelrahman, 2020). It turns out a vicious circle: unfavorable personal qualities of the child are imprinted on their educational activities (Hefner et al., 2018). Low performance as a result of not fully developed learning style activates the necessary reaction of others.
Negative reaction, in turn, slows down the development of learning styles, which are formed in childhood. To break this circle, the teacher can change the preferences and assessments of parents (Konok et al., 2020). Adults direct their attention to any achievements of the child (Batool, 2020). However, without condemning them for some shortcomings, they decrease anxiety levels and assist in the successful implementation of educational tasks, as well as the development of learning styles.
References
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