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Contact With Parents Unless: 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 with parents unless aJl its parents, the rate of take-up on th home reading schemes we have described is extremely higr.
This teacher asked parents to take most of the responsibility for teaching the sight vocabulary, while he himself taught the spelling patterns. Parents were given advice and materials to provide and play reading games with their children. This method worked extremely well. It was noticeable, though, that where parents did not attend the supporting reading-workshop session, much less progress was made. This reinforces our view that regular contact with parents unless between parents and teachers is essential if a PACT scheme is to flourish.See Also Telephoned The Parents Two:The teacher organizing the event telephoned the parents two weeks later, asking them whether they were interested in participating (telephoning gets a more direct response than writing!). A visit was made to the home of those parents who agreed to the idea, to decide on the format of their book; at this stage, too, decisions were made about the length of the book and who would illustrate it. Usually, illustrations were produced by the parents' own children. Once a parent had produced the text and illustrations, the school took reparents are already collaborating and are able to support each other.
Children learn first and foremost from their parents. In this respect all parents are teachers - and very effective teachers they are. Arguably, children learn more from their parents in the first five years of life than they do from their schools in the next ten. This book is about parents and teachers working together to help children with their learning; more specifically, it is about parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Parents, Children and Teachers) to embody this concept.
On The Other Hand See Groups Of Parents Themselves:However, it would have been ethically unacceptable, to both teachers and parents, to include such a condition. Again, Jenny Hewison and Jack lizard6 clearly demonstrated, in a working-class area, that up to 50 per cent of parents already hear their children read on a regular basis which would mean that, even in the control groups of parents themselves, many children would have been heard reading at home. Thus these control groups of parents themselves could not strictly be compared with experimental groups of parents themselves where parents were being asked to hear their children read. For these kinds of reasons it is difficult to claim with certainty that it was the fact of parents hearing their children read at home which caused the improvement in reading standards in the Haringey Project. (See references 2 and 7 for fuller discussion.)
Group therapy with parents has also proved helpful. In the permissive atmosphere created by the therapist, parents bring their feelings out into the open, and gain understanding of themselves and of problems common to early childhood. One pediatrician found mixed groups of parents themselves of fathers and mothers more responsive than groups of parents themselves of mothers alone. |
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