Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

2021 ◽  
Vol 105 ◽  
pp. 101701
Author(s):  
Laura Cashman ◽  
Ricardo Sabates ◽  
Benjamin Alcott
Keyword(s):  
Parental Involvement ◽  
Household Wealth ◽  
Rural India ◽  
Children’S Learning ◽  
Children's Learning

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

The role of soundscape in children’s learning

2002 ◽  
Vol 112 (5) ◽  
pp. 2412-2413 ◽  
Author(s):  
David Lubman ◽  
Louis C. Sutherland
Keyword(s):  
Children’S Learning ◽  
Children's Learning

scholarly journals A Wolf in Sheep’s Clothing: The Bulk Funding Debate

1999 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
High School ◽  
Government Policy ◽  
Board Of Trustees ◽  
Historical Overview ◽  
Children’S Learning ◽  
Children's Learning

This article examines the bulk funding debate and concludes, first, that it is the injection of extra money, rather than the mechanism of bulk funding itself, which has allowed some schools to enhance their offerings. Secondly, it argues that in having taken on the responsibilities of governorship (including becoming employers of their children’s teachers), parents have been diverted from the more important role of engagement with their children’s learning, in partnership with teachers. An historical overview of the vigorous debate over bulk funding is also provided, from its inception with Tomorrow’s Schools up until the present, in view of its promised demise under current government policy. The article also presents a case study of a series of events at Colenso High School, Napier, where teachers, with support from the community, caused the Board of Trustees to reverse their decision to opt into bulk funding (the Fully Funded Option).

scholarly journals PERAN IBU DALAM KEGIATAN PENDAMPINGAN BELAJAR ANAK MELALUI PRINSIP INDIVIDUAL LEARNING-CENTERED

EGALITA ◽  
2012 ◽  
Author(s):  
Ahmad Abtokhi
Keyword(s):  
Academic Achievement ◽  
Individual Learning ◽  
Learning Activities ◽  
Children’S Learning ◽  
Learning Attitude ◽  
Learning Centered ◽  
The Right ◽  
Children's Learning

This research describing the role of the mother that very central in assisting children’s learning activities through the concept of mentoring that focuses on the uniqueness of each individual. This concept is termed a Learning- Centered Individuals who see uniquely child has potential, interests and dy- namics of each problem, so that the practical assistance should be focused on managing the potential and uniqueness of each individual dynamics prob- lems to deliver the right learning attitude, without forgetting the reaching academic achievement.<br /><br />Keywords: Ibu, pendampingan, belajar, Individual Learning-Centered

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

Sign in / Sign up

Export Citation Format

Share Document