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Pushing Their Children Too: And teachers may be quite right to worry about certain parents pushing their children too hard, or otherwise putting some emotional strain on them (see chapter 5). Parents for their part, as we have seen, are just as likely to be worried about not knowing the 'correct' modern methods to use when they help their children. They would welcome advice from teachers, but are not always confident enough to ask for it.
The prospect of a large meeting can in any case be rather daunting for some parents, who would prefer the chance to talk informally with their child's teachers. But they would like such a talk to be by invitation, so that there is no danger of their being construed as 'pushing' - a very common fear among parents. The timing of meetings and appointments to suit the school can also be a problem for working parents and those looking after small children.See Also Parents And Children Come:Children learn first and foremost from their parents and children come. In this respect all parents and children come are teachers - and very effective teachers they are. Arguably, children learn more from their parents and children come in the first five years of life than they do from their schools in the next ten. This book is about parents and children come and teachers working together to help children with their learning; more specifically, it is about parents and children come co-operating with teachers over their own children's reading. We have chosen the term PACT (parents and children come, Children and Teachers) to embody this concept.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents and children come as well as children. More than anything else, a good book is something that parents and children come and children can enjoy together. Teachers have undoubted skills and experience that most parents and children come do not have; parents and children come have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents and children come' 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 Groups Of Children: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 children, many children would have been heard reading at home. Thus these control groups of children could not strictly be compared with experimental groups of children 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.)
The Tumble Tots organisation has a national network of activity groups of children for children under 7. These groups of children are run by trained staff and they aim, through structured activities, to develop motor skills in young children, including those with motor difficulties.
Both the Halliwick and Tumble Tots approaches are beneficial to all young children and can therefore be seen as educationally and socially inclusive. |
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