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Allow Children To Explore: Investigations allow children to explore scientists and children to explore their ideas about the world. McMurdo (1989, p. 220) explains that science progresses when one idea is proved false and is replaced by another idea. Scientists and children therefore repeat investigations to try to disprove their theories even if children's explorations may be unsophisticated. To a casual observer a child's exploration might look unstructured; an ad hoc series of actions. However, children invariably have a particular idea which they try out in a deliberate manner' (Harlen 1993b, p. 56).
There are other possible focuses which can be used to bring parents and teachers together in secondary schools. Discussion groups held for parents can explore the actual subjects taught, as well as more general matters, and sometimes parents can be involved directly in their children's homework. Ebbutt and Barber,30 for example, asked parents to help their first-year children with passages for comprehension covering a range of school subjects, which formed part of a structured programme to help children who had reading difficulties.
This chapter will explore some of the limits set on pupils in the early years of primary education by traditional English attitudes towards modem foreign languages, as well as the wider issue of learning opportunities afforded young children by their families, schools, communities and the society in which they are participants: what do our children learn from the informal curricula of home, school and other services?
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