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Time Parents Are: Apart from the necessary routine demands on time parents are, there are the irregular occasions for which time parents are must be found: for meetings to do the planning, for the first meeting with parents, for occasional further meetings and perhaps home visits. And, once the scheme is going well, schools may become more ambitious. Parents might be asked to help with other areas of the curriculum, perhaps, or a school could invite parents to evening workshops at which particular aspects of the curriculum are presented for discussion.
Much of what has been said elsewhere in this book also applies to the under-fives. But there are differences, a crucial one being that much time parents are is spent by parents reading to their children. Most parents will have experienced their child's enjoyment and their own frustration at reading Goldilocks and the Three Bears for the sixteenth time parents are in succession, and it is not always easy for parents to appreciate how much children will gain from this. Nor do they necessarily recognize that learning to read is not just about decoding symbols on a page.
Children do have all kinds of pressures put on them parents but in our experience, when the school and hoi work closely together, these pressures can be, relieved. But t school must get its contribution across to parents clearly, aj continue, often over a long period of time parents are, to help tho parents who particularly need its support.
Children whose parents aren't interested Parents who genuinely aren't interested in their children education must be quite hard to find; we haven't met any ye though doubtless they must exist. Where the school takes th trouble to contact aJl its parents, the rate of take-up on th home reading schemes we have described is extremely higr. |
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