Beruflich Dokumente
Kultur Dokumente
S00124083
involvement
of
parents
in
their
childs
educational
learning
groups.
perception
of
Although
the
educators
positive
impact
sometimes
and
have
contribution
an
idealistic
that
parental
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S00124083
of
learning,
contemporary
schools
and
parental
engagement can mean. The days of sending children to school with large
classes and whole class rote style teaching and small glimpses of
parental engagement, largely as bus drivers and canteen mums have
gone. Instead, today there are specialised student programs with small
classes and rich syllabus; there is indeed a need for a dramatic change in
how parents view their role in the childs education. Not only is there the
challenge of what we have done in the past, but also what we are not
doing now. According to Henderson (2002), the number one challenge
educators face today, is the lack of professional development given about
parental engagement. Not only is there minimal professional development
2
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in this domain given to teachers once they are in the profession, but also
a lack of education about engagement in the course work they undertake
in teacher preparation training (Henderson, 2002). The challenges of
knowing how to engage parents meaningfully and getting parents
engaged in their students education purposefully with a learning focus is
a difficult task and one that both parents and educators need to improve
on in the future if there is to be a genuinely positive impact on student
learning as a result of parent engagement.
The role of the parent is first and foremost as the primary educators of
their children as outlined in the Sacred Catholic Congregation for Catholic
Education encyclical titled The Catholic School (1977). The faith formation
of children is obviously a life long journey that is shaped by faith practices
in the home and those modelled by parents, extended family and parish.
Through the explicit practice of parents in the sacraments children learn
about their own and the wider global Churches sacramental life. As first
educators of their children, parent engagement with their children in
understanding scripture, celebrating the Eucharist and entering into
prayer life contributes significantly to bringing student learning about
their faith to life. The simple methods of engaging students in learning
about faith as offered through Pope Francis Five Finger Prayer (Pope
Francis, 2013) is one contemporary method. Parent engagement in such
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dimensions of prayer and spiritual life offers the most meaningful link
between students and their faith life in the short and long term.
The social and cultural dimensions of the community that students live
and learn in, is a significant part of their lives. Understanding and
empathising with this very important element of students lives is critical
in ensuring that educators understand how to engage parents in the
schooling of their child, in their unique context. Embracing the diversity of
cultures within the classroom is the first step in getting parents active in
their students education. Henderson (2002) explains that home visits to
their students houses helps build relationships with the whole family, but
particularly with the parents. Ensuring comfortable communication lines
between parents and teachers leads to active interest and participation in
education. Inviting parents and members of the community into the
classroom
could
also
achieve
further
involvement
that
leads
to
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Reference List
DeGarmo, D.S., Forgatch, M.S., Martinez, C.R. (1999). Parenting of
divorced mothers as a link between social status and boys academic
outcomes: Unpacking the effects of socioeconomic status, Child
Development, 70 (5), 1231-1245.
Henderson, A., Mapp, K., (2002). A New Wave of Evidence: The Impact of
School, Family, and Community Connections on Student Achievement.
Texas, U.S.A: National Center for Family and Community Connections with
Schools SEDL.
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