ERIC Number: ED352202
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Parents and Teachers: Can They Learn from Each Other?
Seifert, Kelvin L.
Most parent involvement programs are based on one of two implicit models: the parent education model, in which parents are offered lectures and information about children's learning and development, and the parent support or parent empowerment model, which recognizes that parents have specialized knowledge of their children and assumes that if teachers take this knowledge seriously, teaching can become more responsive to children's needs. Most new parent support formats have originated in conjunction with early childhood education. The National Academy of Early Childhood Programs (NAECP) has developed guidelines for parent involvement, but the actual amount of communication that takes place between parents and teachers is considerably less than that set forth in the guidelines. The challenges involved with encouraging parent involvement concern ways to individualize programs for parents that are actually put into practice, ways to reconcile trends toward parent empowerment with teachers' desires for increased professionalism, and ways to respond to recent demographic changes in families that limit parental involvement. Educators must find ways to support parents' care and concern, even when parents cannot be actively involved. (MM)
Descriptors: Communication Problems, Early Childhood Education, Parent Attitudes, Parent Conferences, Parent Education, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Teacher Attitudes
Faculty of Education, Educators' Notebook, University of Manitoba, Winnipeg, Manitoba R3T 2NZ Canada (free).
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A