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Involve Parents Fully: These centres not onl maximise the children's natural desire to learn, they extend educators' thinking and involve parents fully in policy-making, day-to-day administration and teach¬ing. They can provide opportunities for parents to gain confidence and widen their own educational horizons within the Security of an envi¬ronment they know well and trust. This supports the government's commitment to 'life-long learning'. In the Foreword to the Green Paper (1998), the Secretary of State for Education, David Blunkett, writes:
It may be pointed out that many schools already involve parents in their children's learning, and indeed we recognize have tried to help them by introducing them to books and talking to them about reading. But entry into school itself often marks the beginning of an apparent withdrawal by parents from the realm of their child's 'academic' learning. For their part, schools seldom foster the idea that parents may still have a serious teaching role. Increasingly the responsibility for the child's developing knowledge tends to be taken over by the teachers. Yet this seeming abdication by parents means that children, according to the evidence, are being deprived of a massive and potent source of help.See Also Insights Into Parents ':These confidential interviews also gave insights into parents ' into parents' attitudes. When asked whether they enjoyed hearing their child read, all but one parent said 'Yes', but many made the proviso that it was difficult to find the time. The problem of finding a convenient and suitable time is made more difficult for parents with three or more children:
'If I'm very busy and I've just come home from work and I've got the dinner to get and the three children need to be heard read, and my husband's out - I don't think I'm in the right mind.'
This has stressed the value of a thor¬ough understanding of developmental stages and needs, then plan¬ning the programme for each child according to what we, as parents or professional educators, recognise as the way in which each child learns and what he or she needs to know next (Bruner 1977; Vygotsky 1978). Many fundamental insights into parents ', not only from research and cross cultural studies but also from history, are missed or negated.
On The Other Hand See Children And Parents Are Absorbed: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 depend less on adults; they live more in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.
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 depend less on adults; they live more in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children. |
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