ERIC Number: ED434767
Record Type: Non-Journal
Publication Date: 1999-May
Reference Count: N/A
Ayudando a los padres a comunicarse mejor con las escuelas (Helping Parents Communicate Better with Schools). Early Childhood Digest.
Kreider, Holly; Mayer, Ellen; Vaughan, Peggy
Based on information from the School Transition Study, sponsored by the MacArthur Network on Successful Pathways through Middle Childhood, this Spanish-language Early Childhood Digest focuses on enhancing communication between parents and the school. The digest discusses the importance of parents' level of comfort at school and in talking to teachers, and provides examples for ways parents have become more comfortable and confident. Also described are ways parents can communicate with the school without visiting the school. The digest discusses difficulties in communication when parents speak languages different from that of the teachers, have different backgrounds, or have lived in the United States for only a short time, and provides suggestions for improving communication in these situations. The digest notes the importance of parents from backgrounds different from that of the teacher sharing their views with the school in order to help the teacher understand their child. The digest concludes by noting that teachers need to know about the child's life outside of school in order to do their jobs better and that parents need to find a way to communicate with their children's teachers what is right for them. (EV)
Descriptors: Early Childhood Education, Interpersonal Communication, Parent Materials, Parent Participation, Parent Role, Parent School Relationship, Parent Teacher Cooperation, Parents, Teacher Role
National Institute on Early Childhood Development and Education, 555 New Jersey Avenue, N.W., Washington, DC 20208. Tel: 202-219-1935; Web site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC.; Harvard Family Research Project, Cambridge, MA.