Abstract
There is a growing interest in school in working with parents. Drawing on the experiences of the Sheffield Early Literacy Development project the authors explore ways in which teachers can be equipped to work with parents to promote early literacy development. The article raises the issues of the need for training, who should provide training and the context of training. It concludes that a variety of training options should be available and that such provision is essential to enable teachers to continue, through work with parents, to promote early literacy development.
Resumen
En la escuela hay un interés creciente para trabajar con los padres. Basados en la experiencia del proyecto deSheffield Early Literacy Development los autores exploran formas de ayudar a las maestras a trabajar con padres y a promover el desarrollo del aprendizaje precoz. Este artículo presenta el problema de la necesidad de formación, quién debería ofrecerla dentro del contexto mismo de la formación. Los autores concluyen que se deberían ofrecer una variedad de opciones lo cual es esencial para permitir a las maestras de continuar, a través del trabajo con los padres, a promover el desarrollo de los aprendizajes precoces.
Résumé
Il y a un intérêt croissant à l’école pour travailler avec les parents. Sur la base de l’expérience du projetSheffield Early Literacy Development les auteurs explorent les moyens d’équiper les enseignantes pour travailler avec les parents et pour promouvoir le développement de l’apprentissage précoce. Cet article présente le problème du besoin de formation, de qui devrait assumer la responsabilité de la formation dans le contexte même de la formation. Il conclut que ce programme devrait avoir une variété d’options disponibles et qu’une telle prévision est essentielle à la promotion de l’apprentissage précoce chez l’enseignante et à son travail avec les parents.
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Additional information
All three authors were members of the project team for the Sheffield Early Literacy Development Project, which was funded in part by the European Commission and the U.K. Department of Education and Science. Cathy Nutbrown is an Under Fives Co-ordinator with the Sheffield Education Department and a member of the project team. Peter Hannon is a Lecturer in Education at the University of Sheffield and Project Director. Jo Weinberger is a Nursery Teacher in Sheffield and Research Fellow on the Sheffield Early Literacy Development Project. The person to contact regarding this article is Dr. Peter Hannon at the Division of Education, the University of Sheffield, S10 2TN, England.
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Nutbrown, C., Hannon, P. & Weinberger, J. Training teachers to work with parents to promote early literacy development. IJEC 23, 1–10 (1991). https://doi.org/10.1007/BF03174613
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DOI: https://doi.org/10.1007/BF03174613