In short, parents' expectations regarding their children's academic success were influenced by subsequent achievement (Davis-Kean, 2005). Parenthood has had important long-term outcomes for the development of characteristic adaptations, including the lifelong relationship between parent and child. Many other aspects of the environment have also been significantly influenced on characteristic adaptations, including peers, media, educational systems, etc. (Miller and Votruba-Drzal, 2013). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Additionally, urban-rural environment results in significant differences in early academic skills. Additionally, cognitive stimulation at home, parenting quality, parental child-rearing beliefs, and academic expectations appear to be important predictors of early success. Cognitive stimulation at home, which includes the provision of interactions, activities, and educational materials, improves language, fluency, and numeracy skills (Son & Morrison, 2010). Similarly, high-quality parenting in early childhood, characterized by high levels of responsiveness, warmth, and consistency, promotes early cognitive and academic development (Lugo-Gil & Tamis-LeMonda, 2008). In fact, children living in more urban areas were closer to a variety of enriching activities; the frequency with which children in urban and suburban areas were exposed to stimulating experiences may be greater, thereby increasing the quality of their preschool learning environments. Finally, parents' beliefs and expectations regarding children's education and education contributed to early academic skills. (Glick et al., 2009). Additionally, it may be more difficult for rural parents to provide their children with enriching experiences and relationships, as the dispersion of people, lack of services, and recent reductions in human capital may leave rural families without access to essential assets and social capital. However, rural residence also has positive aspects, namely increased homeownership and accessibility to nature (Wells & Evans, 2003). On the other hand, large cities are often known for their lack of green spaces, crime, overcrowding, pollution, which could pose disadvantages for parenting and early childhood development, even if the Accessibility to resources did not pose a problem (Evans, 2006). These development contexts in the urban-rural continuum have brought variety in skills improvement. Despite the importance of understanding the influence of factors on child development or human development in general, few studies have examined how urbanicity shapes the development of early academic skills. For example, rural areas were populated outside of major human resources and often had limited access to the development of essential resources such as health care, libraries, and child care (Vernon-Feagans et al., 2008 ). Furthermore, in recent decades, most younger generations have migrated to urban and suburban areas as high-quality jobs in rural communities have been reduced (Vernon-Feagans et al., 2008). The field of education has provided a unique framework for skill development. . Early successes may be due to variations in access to sources and standards and practices in.,2014).