ERIC Number: ED367470
Record Type: RIE
Publication Date: 1993-Nov-30
Parents as Leaders for Children and Policy.
To be truly effective, early childhood educational and day care policy must reflect the perceptions, views, and concerns of parents. Because parents are their children's primary teachers, there is a high correlation between parent involvement and their children's academic achievement, and a constituency of the family would make a significant difference in public policy. Early childhood education leaders need to: (1) listen to parents; (2) provide family supports for meetings; (3) use everyday language, not educational jargon; (4) link parent participation to real change and real power to policy; (5) talk to, not at, parents; (6) develop environments that value values; (7) offer skills building to parents, not just parent education; (8) develop new messengers, such as art and music, to reach parents; (9) take into account the value of the parents' religious beliefs; (10) use parent mentors; (11) allow for the psyche; (12) encourage fathers' involvement in the education of their children; (13) recognize that parents are more important than service providers; and (14) let parents define goals for action, skills development, and leadership. State policies should withhold funding to educational programs that do not include parent participation at some level, involve parents in leadership training, and design teacher education courses about parents. (MDM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Child Care Conference (Washington, DC, November 30, 1993).