Getting It Right from the Start: The Case for Early Parenthood Education

Autor/in	Sticht, Thomas G.
Titel	Getting It Right from the Start: The Case for Early Parenthood Education
Quelle	In: American Educator, 35 (2011) 3, S.35-39 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Parenthood Education; Early Childhood Education; Child Rearing; Young Children; Early Parenthood; Parents; Intervention; Literacy; Academic Achievement + Suchen Sie Ihr Suchwort? Elternbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindererziehung; Frühe Kindheit; Eltern; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung
Abstract	The idea that families need to provide enriching educational activities is not new. In 1908, Edmund Burke Huey, regarded as "one of the foremost leaders" in educating children with learning disabilities, wrote, "The school of the future will have as one of its important duties the instruction of parents in the means of assisting the child's natural learning in the home." This insight was just one of many in his classic work "The Psychology and Pedagogy of Reading," a 500-page book so highly regarded that it was reprinted by the MIT Press in 1968 and again by the International Reading Association in 2009. Today, a substantial body of scientific evidence supports Huey's call for the instruction of parents in the means of improving children's learning at home, and therefore their learning at school. Much of this evidence comes from the best research in early childhood education and, in particular, one recurring finding: the most effective early childhood education programs include "early parenthood education." The results of studies of major early childhood education programs suggest that some of the long-term academic and social outcomes of early childhood education result not so much from the direct education of the children, but rather from education provided to highly disadvantaged parents. Changes in parenting help explain why relatively short-term education programs for children could sustain them through school, and into adulthood. Better parenting provides a long-term educational intervention for children. In this article, the author takes a closer look at why Huey concluded that schools would need to teach many parents to facilitate learning at home. As Huey understood--and cognitive scientists have since demonstrated--literacy follows oracy, so parents who foster their young children's listening, speaking, vocabulary, and knowledge are also fostering success in school. (Contains 1 footnote and 16 endnotes.) (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10