Modern practice in the 1980s was to involve parents increasingly in the education of their children, and was supported by legislation. Particularly when children had special needs, parents required structured training and support to ensure they affectively sustained their vital role as educators at home. Many large-scale programmes to provide this had been developed throughout the world at the time, for example, Home Start, Portage Home Visiting Projects and Paired Reading Projects.
However, not all of these had been thoroughly evaluated, and the existing literature was scattered and difficult to access. Some projects demonstrated spectacular results and high cost-effectiveness, while others proved more disappointing. Originally published in 1986, this book critically analyses over 600 international English-language research reports on the effectiveness of parent training programmes. In addition, a detailed guide to the practicalities of planning projects is provided, together with a comprehensive directory of useful resource materials.
After an introductory overview, the evidence on the effects on child progress of parental involvement in school activities is reviewed, as is research on the impact of schemes of regular structured communication between home and school. Programmes designed to train parents to accelerate the development of their children at home are considered in the subsequent chapters, starting with “ordinary” children. Much of the book reviews projects targeted on children with some sort of special educational need, from children whose special needs stem from a widespread difficulty such as poverty or second language learning, systematically through to children whose needs stem from rarer and more severe issues. Each chapter has its own summary for ease of reader use, while an overall summary chapter points out “best buys” and directions for future developments.
This volume will be of major interest to teachers, psychologists, social workers, community health personnel, community educationalists, researchers, many others working with parents and children, and to some parents themselves.
This book is a re-issue originally published in 1986. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.
Modern practice in the 1980s was to involve parents increasingly in the education of their children, and was supported by legislation. Particularly when children had special needs, parents required structured training and support to ensure they affectively sustained their vital role as educators at home. Many large-scale programmes to provide this had been developed throughout the world at the time, for example, Home Start, Portage Home Visiting Projects and Paired Reading Projects.
However, not all of these had been thoroughly evaluated, and the existing literature was scattered and difficult to access. Some projects demonstrated spectacular results and high cost-effectiveness, while others proved more disappointing. Originally published in 1986, this book critically analyses over 600 international English-language research reports on the effectiveness of parent training programmes. In addition, a detailed guide to the practicalities of planning projects is provided, together with a comprehensive directory of useful resource materials.
After an introductory overview, the evidence on the effects on child progress of parental involvement in school activities is reviewed, as is research on the impact of schemes of regular structured communication between home and school. Programmes designed to train parents to accelerate the development of their children at home are considered in the subsequent chapters, starting with “ordinary” children. Much of the book reviews projects targeted on children with some sort of special educational need, from children whose special needs stem from a widespread difficulty such as poverty or second language learning, systematically through to children whose needs stem from rarer and more severe issues. Each chapter has its own summary for ease of reader use, while an overall summary chapter points out “best buys” and directions for future developments.
This volume will be of major interest to teachers, psychologists, social workers, community health personnel, community educationalists, researchers, many others working with parents and children, and to some parents themselves.
This book is a re-issue originally published in 1986. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.
Modern practice in the 1980s was to involve parents increasingly in the education of their children, and was supported by legislation. Particularly when children had special needs, parents required...
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