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Parents Tell: Children learn first and foremost from their parents tell. In this respect all parents tell are teachers - and very effective teachers they are. Arguably, children learn more from their parents tell in the first five years of life than they do from their schools in the next ten. This book is about parents tell and teachers working together to help children with their learning; more specifically, it is about parents tell co-operating with teachers over their own children's reading. We have chosen the term PACT (parents tell, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents tell 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 parents tell 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 parents tell much too complex, because of anxiety about parents tell getting it 'wrong'.See Also Parents Can Help:Children do have all kinds of pressures put on them parents can help 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 can help clearly, aj continue, often over a long period of time, to help tho parents can help who particularly need its support.
Children whose parents can help aren't interested parents can help 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 can help, the rate of take-up on th home reading schemes we have described is extremely higr.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents can help as well as children. More than anything else, a good book is something that parents can help and children can enjoy together. Teachers have undoubted skills and experience that most parents can help do not have; parents can help have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents can help' work complements that of teachers - and children receive the benefit of a partnership between what are, after all, the most important adults in their lives.
On The Other Hand See Both Parents And Children:After the survey I held a meeting in the nursery for the parents, at which the headteacher spoke about the importance of parents reading to their children. All but three children were represented by one or other of their parents. It was stressed that it is never too early to read stories to your children, even if they are still 'babes in arms'. Many parents felt that it wasn't necessary to read stories until their child was able to converse fairly fluently and could, therefore, make some comment on whether they liked or disliked a story. By the end of the meeting the parents appeared to understand that, by reading to their children, they not only entertained them but were also preparing the ground for the 'learning to read' process.
Judging by these interviews, and by the many talks we have ourselves had with parents, we can conclude that parents do indeed enjoy the reading sessions with their children, and believe that both parents and children they and the children are gaining much from the experience - this despite the many practical problems. Parents are willing to surmount these problems, because they believe it is in their children's best interests, and they have witnessed for themselves the changes that can take place over a period of time. |
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