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Children Think: There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English children think depend less on adults; they live more in a world of children think of different ages. Adults do not generally enter this world except when something happens and the children think do not know what to do. children think and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children think adult problems which they consider outside the understanding of children think.
There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English children think depend less on adults; they live more in a world of children think of different ages. Adults do not generally enter this world except when something happens and the children think do not know what to do. children think and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children think adult problems which they consider outside the understanding of children think.See Also Bilingual Children Are Unable:Where bilingual children are unable to meet the demands of the National Curriculum, and are apparently underachieving, certain questions need to be raised regarding teacher expectation, staff per¬ceptions of bilingualism as well as the provision of adequate and appropriate support. 'Assessment is affected by teacher expectations and children's confidence and so where both are realistically high teachers will be presenting children with the best possible opportu¬nity to do well' (Browne 1996, p. 166).
A number of challenging questions arise in this highly complex area which transcend the purely linguistic issues: the growth of polycul-turalism, the interface between linguistic inheritance and affiliation, and the dilemma of whether to change the experience or the expec¬tations for bilingual children. I recall the words of a bilingual child in an inner London school discussing her family profile: 'Just because I can speak two languages, Miss, it doesn't mean I'm two children ... I'm just me.'
On The Other Hand See Until Children Are Admitted:To find out, I conducted a survey of my own. This was done through my usual discussions with the twenty-five parents, all of whom bring their children to school. I found the results very interesting to me as the children's teacher. Only three admitted to never reading with their children, mainly because they 'didn't have the time'. Thirteen said they sometimes read, perhaps two or three times a week, and nine read to their children once or twice a day. One parent's comment was: 'She makes my life a misery. She keeps on and on until I read to her!
The isolation and depression the loss of friendship may cause can persist until children are admitted to nursery or school. Nurseries and especially schools in the UK are not seen primarily to have a social function beyond 'socialising' young children into the wider world. The primary role now of statutory schooling, at least, is to transfer to our children a body of knowledge and a set of clearly defined skills. The advent of the National Curriculum has sanctified this role. |
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