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Way Home The Child: This is a good deal easier said than done since, with the best intentions in the world, it is hard to prevent a child who feels left out experiencing pressure. Second, a determined effort must be made to find someone else for the child to read to, in circumstances as like home as possible. An older sibling, a family friend or neighbour, or an older pupil from the school might be asked to hear the child read, in the child's home or their own. Or another child's parents who are committed to home reading might invite the child to their home sometimes for a session.
A "problem child" as seen in school is a frustrated, unhappy child. He may be troubled about many things at home. Some of his worries will spill over into school. For example, one second-grade child who could not concentrate on his reading said he was alway home the childs thinking of his mother and his little sister, of whom he was very jealous, being together at home. A child often tries to relieve his inner tension by fidgeting, daydreaming, or aggressive behavior. These are the only way home the childs he knows to cope with the situation. Unfortunately such negative behavior evokes punishing responses from others that reinforce the child's maladjustment. 330
The parents' own education and their attitude toward schooling, their occupational and socioeconomic status, their expectations and ambitions for the child, the degree of intellectual stimulation in the home and neighborhood, the pressure of home duties and remunerative work, all are conditions that influence learning. In general, a combination of favorable factors in the child's home environment are associated with school achievement.
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