As a parent, there are a number of things you can do:

• Most importantly, the student’s practice time should be a required part of their daily schedule (5 days per week).  Just as with homework or household chores, if parents do not enforce practice as part of the daily routine, the student will probably not do it on their own. 
• Practice charts keep track of the student’s efforts each week.  Check your child’s practice chart often to see how much time they are investing.  If they do not have one, or have lost it, contact me and I will send them home with a new one. 
• Reward your child for practicing consistently and with a good attitude.  Praise and encourage them, give them a small gift that is meaningful to them, or allow them to do some special activity they enjoy. 
• Sometimes it is a good idea to set up a system of privileges that the child may gain or lose, depending on how faithfully they obey your requirements to practice consistently.  The privilege should be something that the child really desires. 
• Attend your child’s recitals.  Be positive; do not criticize them. 
• Let your child know that you are proud of their progress and enjoy listening to them play.

I also use a number of strategies to encourage my students to practice.  I am constantly searching out new pieces and new music books to find music that appeals to individual students.  When the student is studying a piece they actually enjoy, they are much more likely to practice.  I have found this to be the most effective motivator with my students. 

Sometimes I arrange for students to play duets with friends or in ensembles.  Students are always free to bring in music outside of their assigned pieces, such as pieces from movies, popular songs, or musicals.  Most students excel greatly when they are assigned a “special”, exciting, difficult-sounding piece that is not in their method books.

I use incentives with some students–stickers (for younger ones), candy when certain goals have been reached, and more personalized incentives for older students.  For example, I recently arranged to buy a high-school student the CD of his choice, if he completes 95-100% of his practicing goals.

Performances are also motivating to piano students, because none of them want to be embarrassed or unprepared in front of their fellow students and peers.  For this reason, I notice a dramatic increase in students’ practice time in the weeks leading up to a recital or some other performance.  This is a good thing!

Many piano students are also inspired by hearing the performances of more advanced students.  I remember being awed by my teacher’s playing when I was a student, so I try to perform myself for my students at least once a year on a big recital. 

Here is a helpful page from the Piano Education website with links to articles like “Being a Supportive Parent of a Piano Student,” “Taking an Active Role in Your Child’s Piano Training,” and “My Kid Wants to Quit Piano?!?!?”: 

http://pianoeducation.org/pnotchld.html#Parent

If anyone has additional ideas, I would love to hear them!