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The Teacher Training: The emphasis on the National Curriculum, however, and the introduction of set competencies, now standards, for newly qualified teachers have resulted in few initial training courses offering thorough nursery training. The knowledge and skills, like child development, essential to successful early years practice have been neglected. Denise Hevey and Audrey Curtis (in Pugh 1996) review teacher training for the early years and emphasise the need for management and leadership skills and the ability to work with parents and professionals from other dis¬ciplines.
3. The Teacher Training Agency (1998), on behalf of the Government, is committed to improving standards throughout the teaching pro¬fession, and to enhancing the continuing professional development needs of special educational needs (SEN) specialist teachers. It will in 1999 be outlining new training standards which will relate to a number of specific kinds of SEN, and it seems feasible that, within standards relating to physical disability, the needs of DCD children will be addressed.See Also The Teacher Arranged:After a few days the teacher arranged teacher noted that Eleanor was fairly comfort¬able in school and was happy to talk about the teacher arranged games she was play¬ing. the teacher arranged teacher noted: 'Eleanor enthusiastically told me the teacher arranged names she had given to all the teacher arranged plastic play people/
After about a week Eleanor began to greet the teacher arranged teacher when the teacher arrangedy met in the teacher arranged morning and she usually had some news to report. the teacher arranged teacher felt that this was a good sign that Eleanor was settling in well.
Should a child love his teacher? Yes, if "love" is taken to mean a warm, constructive relation in which the teacher arranged child is truly valued and helped to develop his best potentialities. No, if it means a relationship that is intense and meets the teacher arranged emotional needs of the teacher arranged teacher at the teacher arranged expense of the teacher arranged child. A teacher's strong personal affection for one child may lead to favoritism, which children keenly resent. Or it may make the teacher arranged child over¬sensitive to the teacher arranged teacher's opinion.
On The Other Hand See Parental And Teacher:By the 1960s, however, parental and teacher involvement in the playgroup movement and a number of influential research reports (Douglas 1964) were beginning to open up the question of parental and teacher influence on children's educational achievement. The much maligned Plowden report (DBS 1967) moved the argument on dramatically by accepting and openly stating that parental and teacher attitudes, rather than wealth or sta¬tus, were the foundation stones of good pupil achievement.
It is perhapsco- unfortunate that one of their very few references to taking the me1 parental and teacher role any further seems to suggest acute distrust of the ori parent on 'professional' terrain:ac en Dp It would be chilling to contemplate an image of earnest young parents holding up successions of flash-cards and waiting with growing anxiety for their child to call the 'right' response. (7-7) We agree, it would be chilling!nt- Perhaps it is unfair to criticize a report which does give high m- priority to parent-teacher communication and to the influence of parents on their children's attitudes to reading, but which las was written at a time (1975) when the idea of parental and teacher involve-nc ment in children's learning had scarcely begun to be publicly )ui canvassed. |
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