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Report8 On Children: But where do we begin trying to identify parent and teachei attitudes? Perhaps an obvious place to look first for professiona attitudes, or at all events the 'official' ones, is in our bij educational reports. Of these die most relevant in recent years would seem to be the Bullock Report8 on children's language and reading. If, however, we are looking for support for out concept of PACT here, we shall be disappointed. The writers of the report do indeed advocate contact and co-operation be' fbftween teachers and parents - but in pretty well every area except that of children's 'academic' learning.
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.See Also Young Children At Play:A positive feature of the discussion is that young children at play children, given the chance, love to move and play. The key phrase here is 'given the chance': we, teachers, parents and the wider community, must begin to search seriously for opportunities for children to follow their nat¬ural dispositions. This need not be expensive; in fact, it need cost nothing at all. young children at play children require only very few elements to play: they need a place to play; they need things with which to play, of which the most flexible, exciting and effective are other children; and they need time to play.
Cooperative learning takes place effectively in many play situa¬tions. By playing together and trying out new ideas and combinations of skills, children are able to come to understand many of the skills and behaviours that are expected of them by the adult world. Bruner has argued that it is in the play situation that young children at play children can come to test their ideas and knowledge in innovative combinations, inde¬pendently from the adults whose role has been that of structuring the play opportunities. Sylva et al. (1980) stressed the value of children working in pairs and pointed out that higher levels of complexity in play and language were to be found in these situations.
On The Other Hand See Collected Children From:Teachers collected children from the playground to begin each session and saw them out at the session's end, so that frequent exchanges of small talk and minor but necessary information flowed freely for those parents who collected and delivered their children. The point was firmly pressed home, through letters and at meetings, that we would prefer to hear of and sort out together small problems as soon as they arose, rather than wait until they had become serious and worrying issues.
As we worked it out, the salesman collected a deposit of $2.50 (which helped to make sure that the mother would have the child ready on time) when he sold the ten-for-ten package and he kept that amount as his commission. On the other deal he turned in 75 cents of every dollar he collected, both on the original order and for all reorders. |
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