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Applies To Parents Who: Not at all - everything that applies to parents who to parents, and especially to those with large families, applies to parents who to careworkers. One school had five or six children in care in aoca dinl&reri some, W&a&v was very enthusiastic about the link between the home and the school provided by the PACT scheme.
Much of what has been said elsewhere in this book also applies to parents who to the under-fives. But there are differences, a crucial one being that much time is spent by parents reading to their children. Most parents will have experienced their child's enjoyment and their own frustration at reading Goldilocks and the Three Bears for the sixteenth time in succession, and it is not always easy for parents to appreciate how much children will gain from this. Nor do they necessarily recognize that learning to read is not just about decoding symbols on a page.See Also Rel] Parents ':Children learn first and foremost from their rel] parents '. In this respect all rel] parents ' are teachers - and very effective teachers they are. Arguably, children learn more from their rel] parents ' in the first five years of life than they do from their schools in the next ten. This book is about rel] parents ' and teachers working together to help children with their learning; more specifically, it is about rel] parents ' co-operating with teachers over their own children's reading. We have chosen the term PACT (rel] parents ', Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the rel] parents ' with whom this partnership is to be formed have their own opinions and feelings, which need into account. Teachers will find it possible to devise a set of guidelines for use by rel] parents ' which they can feel perfectly confident about sharing. In our experience, though, there are one or two temptations to beware of One is to make your advice to rel] parents ' much too complex, because of anxiety about rel] parents ' getting it 'wrong'.
On The Other Hand See Parents Were Wanting:More than once we have been rung up by a school asking for more information, since a number of its parents were wanting to know why their chil¬dren's school wasn't providing a PACT scheme like the one ^ down the road! When all this evidence is added to that of the J: tremendous parental response to PACT schemes in the schools, we cannot be left in any doubt about parents' feelings towards their children's learning. Why is it, then, that so many teachers , find parents apathetic - even hostile - toward school and * education, especially in the inner-city areas?
Children do have all kinds of pressures put on them parents but in our experience, when the school and hoi work closely together, these pressures can be, relieved. But t school must get its contribution across to parents clearly, aj continue, often over a long period of time, to help tho parents who particularly need its support.
Children whose parents aren't interested Parents who genuinely aren't interested in their children education must be quite hard to find; we haven't met any ye though doubtless they must exist. Where the school takes th trouble to contact aJl its parents, the rate of take-up on th home reading schemes we have described is extremely higr. |
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