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Young Children Learning: No one questions the importance of a parent to a very young child's learning.15-16 By the age of five, virtually all children have been taught a tremendous amount by their parents, including the important skill of language. Traditionally, professionals have tended to involve parents in many aspects of very young children's learning; but often they have shied from the prospect of involving them in the early stages of reading itself The Bullock Report unequivocally states that parents should be helped to prepare their child for learning to read (see chapter 2), and that schools have a responsibility to ensure that children and parents can see and select from a wide variety of books (7.1 and 7.5).
In our two collections, Young Children Learning and Teaching Young Children, by authors who are or who have been tutors at Canterbury Christ Church College, we are exploring the ways in which we all need to open our minds and reflect on learning and teaching, and their relationships to each other, during the first two 'cycles' of chil¬dren's education careers - the preschool and early primary phases, between birth and eight years.See Also Children In This: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 in this depend less on adults; they live more in a world of children in this of different ages. Adults do not generally enter this world except when something happens and the children in this do not know what to do. children in this and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children in this adult problems which they consider outside the understanding of children in this.
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 in this depend less on adults; they live more in a world of children in this of different ages. Adults do not generally enter this world except when something happens and the children in this do not know what to do. children in this and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children in this adult problems which they consider outside the understanding of children in this.
On The Other Hand See Widen The Children:At this stage the teacher began to widen the children's options, giving them more choice. She also changed some of the existing choices, for example, by putting bubbles in the water and setting out printing rather than painting with a brush. During this time the teacher observed the children and made a mental note of the prefer¬ences they seemed to have in their tasks they undertook. She noted that Eleanor seemed to prefer opportunities to role play.
These centres not onl maximise the children's natural desire to learn, they extend educators' thinking and involve parents fully in policy-making, day-to-day administration and teach¬ing. They can provide opportunities for parents to gain confidence and widen their own educational horizons within the Security of an envi¬ronment they know well and trust. This supports the government's commitment to 'life-long learning'. In the Foreword to the Green Paper (1998), the Secretary of State for Education, David Blunkett, writes: |
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