Sun.Star Pampanga - - PERSPECTIVE! - Grace M. Viernes --oo0oo--

The cliché "It takes a vil­lage to raise a child," is ap­pli­ca­ble to the di­vi­sion of ed­u­ca­tional roles be­tween par­ent and teacher. Each par­ent's role in ed­u­ca­tion does not stop when the child en­ters school. The par­ent pro­vides the foun­da­tion on which teach­ers are able to build fur­ther ed­u­ca­tional struc­tures.

Schools rec­og­nize the im­por­tance of early child­hood learn­ing as prepa­ra­tion for a good ed­u­ca­tional ex­pe­ri­ence. It was found that kinder­gart­ners who had preschool ex­pe­ri­ence were more class­room-ready than their peers who had not at­tended preschool. Schools al­so­know the value of par­ents as a child's first teach­ers, and matches fam­i­lies with a par­ent­ing men­tor who can make sug­ges­tions and pro­vide par­ent­ing tools.

Many par­ents ac­tively teach their chil­dren life skills, but their ex­am­ple of how to live life may be even more im­por­tant. If chil­dren see par­ents read­ing, they are more likely to want to read. If par­ents read aloud to them, chil­dren learn that books have sto­ries and in­for­ma­tion that can be fun. If par­ents are or­ga­nized and take care of things at home, the chil­dren are more likely to be or­ga­nized. But most of all, par­ents pro­vide emo­tional sup­port and en­cour­age­ment, and are their child's best ad­vo­cate.

Teach­ers rep­re­sent role mod­els be­yond those pro­vided by par­ents. They in­tro­duce added knowl­edge and dif­fer­ing points of view. Class­room rou­tines and ex­pec­ta­tions are the first steps on the road to gaining and main­tain­ing the abil­ity to earn a liv­ing. Schools pro­vide a learn­ing en­vi­ron­ment where a child's skills can be mea­sured against the abil­i­ties of age peers. Class­room teach­ers are trained to spot any learn­ing prob­lems and to work with coun­selors to pro­vide any as­sis­tance a child may need for ed­u­ca­tional suc­cess.

The part­ner­ship be­tween par­ents and teach­ers is not al­ways an easy one to main­tain, but it is es­sen­tial to the ed­u­ca­tional process. Par­ents can take an ac­tive part by check­ing notes sent home by the teacher, talk­ing to their child about school and at­tend­ing school events. Teach­ers can send home pos­i­tive com­mu­ni­ca­tion about chil­dren, as well as notes about de­fi­cien­cies or prob­lems. Reg­u­lar calls to par­ents can de­velop a com­mu­ni­ca­tion bridge that is ben­e­fi­cial to the child.

The au­thor is Teacher I at Lara In­te­grated School

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