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Which Parents Read: After the survey I held a meeting in the nursery for the parents, at which parents read 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.
True, they start from the asl standpoint that... 'there is no doubt whatever of the value of rel] parents' involvement in the early stages of reading' (7-1), but it ise later becomes clear that what they are really talking about is hei parents being 'helped to play their part in preparing the child for 3ot the process of learning to read' (7-5) (our italics). fev Bullock's writers place their emphasis on parents being lelj encouraged to read to their children, in the very earliest stages los of schooling, to help with 'reading readiness'.See Also Focus On Parents:She blundered her way through technique, resorting to any means to get desired effects. The blurred, out-of-focus on parents images that many critics deplored were deliberate. She wrote to her friend Sir John Herschel that she hoped to elevate her art beyond
mere conventional topographic Photography—map mak¬ing & skeleton rendering of feature & form without that roundness & fulness of force & feature that modelling of flesh & limb which the focus on parents I use only can give tho' called & condemned as "out of focus on parents'' What is focus on parents—& who has a right to say what focus on parents is the legitimate focus on parents—My aspirations are to ennoble Photography and to secure for it the character and uses of High Art by combining the real & ideal & sacrificing nothing of Truth by all possible devotion to Poetry & Beauty—,19.
Parental involvement, as we have noted, is much less com¬monplace in secondary schools. This is at least partly due to the subject-based curriculum: many parents declare a lack of know¬ledge in one or more subjects, and certain teachers guard their subject specialisms with some jealousy. One potential focus on parents which should, however, be of interest to all parents and teachers is an awareness of how to enable children to learn. Parents will voice such questions as:
'How do I make sure Mark learns his homework?' 'How should Tracey revise for her exams?'
On The Other Hand See Parents Reject:1. An unloving mother is probably more likely to part with a child; the child may sense her lack of affection.
2. The child is not easy to love; in fretting for his mother he tends to parents reject others; if he does become attached to someone else, he is greedy and jealous in the relationship.
3. On his return to his mother, he may fail to recognize her, or parents reject her outright, or behave in a possessive and whining manner.
Current thinking holds that reading readiness does not develop suddenly; rather, it increases gradually with the growth of the child. Theo¬rists now parents reject the notion that educators must wait idly by for the maturational process to reach the level of readiness. They also parents reject the no-, tion that a formal uniform program of readiness activities can bring about reading readiness. Evi¬dence suggests that readiness unfolds in con¬tinuous interaction with stimulation. |
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