In short, parents' expectations regarding their children's academic performance were influenced by later achievement (Davis-Kean, 2005). Parenting 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, and more (Miller & Votruba-Drzal, 2013). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Additionally, the rural-urban environment leads to significant differences in early academic ability. Furthermore, cognitive stimulation in the home, parenting quality, parental beliefs about child rearing, and academic expectations appeared to be important predictors of early outcomes. Cognitive stimulation in the home, which includes the provision of interactions, activities, and educational materials, improves language, literacy, 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). Indeed, as children living in more urban areas were closer to a variety of enriching activities, the frequency with which urban and suburban children were exposed to stimulating experiences may be greater, thus increasing the quality of their early learning environments. Finally, parents' beliefs and expectations regarding child rearing and education contributed to early academic skills. (Glick et al., 2009). Furthermore, it may be more difficult for rural parents to provide their children with enriching experiences and connections as the dispersal of people, lack of services and recent reductions in human capital can leave rural families without access to essential goods and social capital. However, there have also been positive aspects of rural residence, such as increased homeownership and accessibility to nature (Wells & Evans, 2003). On the other hand, large cities are often known for lack of green space, crime, overcrowding, pollution, which could pose a disadvantage to parenting and early development even if accessibility to resources was not problematic (Evans, 2006) . These development contexts relative to the urban-rural continuum have brought variety in upskilling. Despite the importance of understanding the influence of factors on child or human development in general, few studies have considered how urbanity influences the development of early academic skills. For example, rural areas were populated outside of major human resources and often had limited access to developing 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 education area provided unique environments for skill development. . Initial success may be due to variations in access to child-rearing sources and norms and practices across urban, suburban, and rural areas. Urban, suburban, and rural regions provided precise contexts for child development. The urban-rural continuum differs in terms of financial status, accessibility to resources and collective human capital,.,2014).