Parenting and Teaching in Perspective.

Autor/in	Katz, Lilian G.
Titel	Parenting and Teaching in Perspective.
Quelle	(2000), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Comparative Analysis; Early Childhood Education; Parent Child Relationship; Parent Role; Parent Teacher Cooperation; Parents; Teacher Role; Teacher Student Relationship; Teachers; Young Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrer; Lehrerin; Lehrende; Frühe Kindheit
Abstract	Although there are many ways in which the roles of parents and teachers overlap during the very early years, there are important distinctions in their roles that often become a source of stress, especially to teachers. Seven distinctions in these roles are described: (1) scope of functions; (2) intensity of feelings; (3) intensity of attachment; (4) rationality; (5) spontaneity; (6) partiality; and (7) scope of responsibility. The paper explores each of these distinctions: parenting can be described as diffuse and limitless, while teaching is specific and limited; parents have a high intensity of affect for their children, while teachers have a relatively low intensity of affect; parenting should involve optimal attachment to the child, whereas teaching should involve optimal detachment; parents should be optimally irrational and teachers optimally rational; parenting should include an optimal level of spontaneity, while teaching should involve an optimal intentionality; parents are biased in favor of their children and are responsible for the individual within the group, whereas teachers should be unbiased and responsible to the whole group. The implications of these distinctions in the two roles are presented, and examples of how these distinctions might be addressed are outlined. (Contains 30 references.) (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01