ERIC Number: ED231812
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Parents as Teachers: Observations of Low-Income Parents and Children in a Homework-Like Task.
Chandler, Jean; And Others
A study tested the generally accepted theory that low income children fail to achieve adequate levels of literacy because there is a vast discontinuity between home and school in the functions of literacy, language, and the nature of typical teaching/learning experiences. Thirty-two elementary school children were studied. Parents and teachers of the children were interviewed, and one observation was made of a parent helping a child in an assignment at home. This assignment involved filling out an hourly log-sheet of the child's activities on a specific day. Interaction between the child and the helping parent was noted. Analysis of observation data led to the conclusion that parent child interaction over a homework-like task is very similar to dyadic interaction between a teacher and child in school, and the implicit theories of teaching and learning held by parents and teachers are very much the same. Results indicate that discontinuity between home and school cannot fully explain all of the problems low income children have in acquiring literacy. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.