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These Parents Had Told: Shortly after this Eleanor told her mum that she had to bring a yellow toy to school in the morning. The parents reported that Eleanor always remembered what she had been told by her teacher and that she was very keen to fully participate in school life.
What these parents had told them seemed finally to dispel the myth of working-class apathy over children's learning. Parents from all sections of the community were already working with their children, to an extent largely unsuspected by the children's schools, in all sorts of ways designed to promote die children's educational development, and especially meir reading and literacy. These parents were keen to do far more, and their main reasons for not doing more seemed to be diffidence about their own ability to help children in the right way and reticence in approaching schools and teachers to ask for professional advice.
The team also told us of the then very recent piece of research in Haringey in which Tizard, Schofield and Hewison2 had shown that reading standards are significandy raised where parents, in co-operation with schools, help their children with reading. We were excited by the dual discovery that parents so much want to be involved in dieir children's learning and are so powerful in promoting it. We realized that we were in an ideal position to help to propagate the idea of parental help: the
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