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Academic literature on the topic 'Family as their children's teachers'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Family as their children's teachers"

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Syarfina, Syarfina, Elindra Yetti, and Lara Fridani. "PEMAHAMAN GURU PRA-SEKOLAH RAUDHATUL ATHFAL (RA) TENTANG KESIAPAN SEKOLAH ANAK." JPUD - Jurnal Pendidikan Usia Dini 12, no. 1 (April 30, 2018): 153–63. http://dx.doi.org/10.21009//jpud.121.13.

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Preschool teachers including Raudhatul Athfal (RA) teachers have an important role in building children's school readiness. The purpose of this research is to find out to what extend RA teachers’ understanding about children’s school readiness. The research was conducted by using qualitative approaches. Data were collected through questionnaires distributed to all RA teachers in Langsa. The results show that teachers understand school readiness as a child's readiness to continue school based on the age, independence in daily activities, and the ability to write, read and count. Activities implemented by RA teachers in building children's school readiness by playing, singing, and field trips while materials used such as colors, props, cards, and beams. Teachers assessed children’s school readiness by observing daily activities and evaluating of student’s work. Family factors are considered as a major impact on children's school readiness. Recommendation are made in term of findings is planning some intervention to improve teacher's understanding on children's school readiness concept. Keywords: school readiness, children’s shool readiness, preshcool teacher, preparedness program. Guru prasekolah termasuk guru Raudhatul Athfal (RA) memiliki peran penting dalam membangun kesiapan sekolah anak. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana pemahaman guru RA tentang kesiapan sekolah anak. Metode yang digunakan adalah metode kualitatif. Data dikumpulkan melalui kuesioner yang disebarkan kepada seluruh guru RA di Kota Langsa. Hasilnya menunjukkan bahwa guru memahami kesiapan sekolah sebagai kesiapan anak untuk melanjutkan sekolah berdasarkan usia, kemandirian dalam melakukan aktivitas harian, serta kemampuan dalam hal menulis, membaca dan berhitung. Kegiatan yang dilakukan guru RA dalam membangun kesiapan sekolah anak meliputi bermain, bernyanyi, dan field trip dengan material berupa warna, alat peraga, kartu, dan balok. Guru menilai kesiapan sekolah anak dengan melakukan observasi harian dan evaluasi hasil karya. Faktor keluarga dianggap yang memberi pengaruh besar dalam hal kesiapan sekolah anak. Rekomendasi dari penelitian ini agar adanya tindakan untuk meningkatkan pemahaman guru terhadap konsep kesiapan sekolah anak. Kata kunci: Kesiapan sekolah, Kesiapan sekolah anak usia dini, guru prasekolah, program persiapan.
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Yüksek Usta, Semiha, and Arif Yılmaz. "A correlational study of children's externalizing and internalizing behavioral problems in relation to mother-child and teacher-child relationships." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 17, 2017): 41–68. http://dx.doi.org/10.14527/pegegog.2018.003.

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The purpose of this research is to find out the connection between mother and teacher relationships and externalizing and internalizing behavioral problems of 48'60-month-old children. In this regard, a correlational study was conducted with teachers (n=59) and mothers (n=252) of 48'60-month-old pre-school children in a metropolitan city in Turkey. Data collected through Preschool and Kindergarten Behavior Scale (PKBS), Student' Teacher Relationship Scale (STRS), and Child'Parent Relationship Scale (CPRS). Study results showed that children's internalizing and externalizing behavioral problems have direct connection with their relationships with their mothers and teachers. When children's conflicts with their teachers and mothers increase, their intimacy decrease with them. It was also found that as the children's conflicts with their mothers increase, conflicts with their teachers also increase. According to findings of the study; there is a need to provide in service and pre-service trainings for teachers and pre-service teachers about the importance of quality relation with children, methods, problem solving skills and especially right approaches to problematic children. Also, as one of the pre-conditions of positive teacher-child relationship is a positive teacher-family relationship, both parents' and teachers' awareness should be raised about family involvement.
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Kim, Jeongah. "Effects of Creative School Environments and Future Goals on Children's Creativity: The Mediating Effects of Perceived Happiness." Korean Society for Creativity Education 22, no. 3 (September 30, 2022): 23–39. http://dx.doi.org/10.36358/jce.2022.22.3.23.

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This study examined the effects of the creative school environments (friend support, teacher support, teacher's controlled attitude) and future goals (extrinsic goals, intrinsic goals) on children's creativity through perceived happiness. For analysis, 10th data (age 9) from the Korean Children Panel were used. Mediation analyses revealed that social support from friends and teachers was positively related to children's creativity through the mediating effects of perceived happiness. On the other hand, teachers' strict and controlled attitudes negatively affected children's happiness, which lowered students' creativity. In addition, the mediating effect of perceived happiness on the relation between children's future goals and creativity was statistically significant. It suggests that children with intrinsic future goals (e.g., helping others, building a happy family) are happier, in turn, more creative than those with extrinsic future goals (e.g., making a lot of money, being famous). The theoretical and practical implications, as well as the limitations of the current study, are discussed.
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Fauziah, Kholifatul, and Cahyo Setiadi Ramadhan. "Pemberdayaan Guru PAUD dalam Penulisan dan Penerbitan Buku Cerita Anak." Jurnal Surya Masyarakat 5, no. 1 (November 30, 2022): 87. http://dx.doi.org/10.26714/jsm.5.1.2022.87-94.

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This community service program is aimed at (1) improving teacher skills in designing fiction scripts in the form of making children's story books, (2) increasing the positive reputation of the teacher education institution concerned through increasing teacher expertise, the work produced and related positive publications in the mass media, and (3) increasing the intellectual property owned by the teacher in question himself. The participants of this activity were PAUD KB KB teachers 'Aisyiyah Surya Melati, Brajan, Tamantirto, Kasihan, Bantul. Preliminary studies through observation showed that none of these family planning teachers had published children's stories even though they had been struggling with the world of children's education for a long time. Therefore, this program was designed in the form of training in writing children's stories as well as assistance in the publication of these stories. There are 20 participants. This empowerment resulted in an anthology of children's stories with ISBN entitled "Pendar-Pendar Hikmah untuk Si Buah Hati".
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Guttmann, Joseph, and Marc Broudo. "The Effect of Children's Family Type on Teachers' Stereotypes." Journal of Divorce 12, no. 2-3 (March 8, 1989): 315–28. http://dx.doi.org/10.1300/j279v12n02_18.

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Roubinov, Danielle S., W. Thomas Boyce, and Nicole R. Bush. "Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten." Development and Psychopathology 32, no. 1 (November 21, 2018): 163–74. http://dx.doi.org/10.1017/s0954579418001499.

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AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.
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Ayu, Putu Eka Sastrika. "The Roles of Parent and Teacher on Children Attitude Development to Avoid Bullying Behavior in Early Childhood." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 21. http://dx.doi.org/10.25078/yb.v1i1.1374.

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<p>Family takes important influences on the education of children's moral and personality development. Families especially parents are the main agencies to teach children new things as well as goodness or badness. Early family education should include three aspects namely cognitive, affective and psychomotor aspects. In early family education, parents should impart honest behaving, polite speaking, and responsibility-taking. In this early family education, educational interaction occurs firstly and foremost to the children who would become the foundation of their further education. Cultivating children's attitudes should be carried out by school teachers. There are several roles that can be implemented by the teacher namely; as a model, mentor, coach, motivational speaker, and evaluator. The role of teachers as educators (nurturer) are the roles that are associated with the duties of assistance and encouragement (supporter), the tasks of supervision and coaching (supervisor) as well as tasks related to disciplining children the child was being well behaved against the school rules and norms of life in the family and society. By optimizing the role of parents and teachers in the cultivation of the attitude, then it will be able to reduce bullying behavior in early childhood. The children's experiences with bullying will give long term impacts. For the children having bullying victims, the experience will be a nightmare that never disappears from their memories. </p>
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Steiner, Lilly, and Christina Cassano. "An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds." Journal of Family Diversity in Education 2, no. 3 (April 11, 2017): 19–40. http://dx.doi.org/10.53956/jfde.2017.98.

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This study examines the results of a family literacy intervention to teach teachers to build on families’ home literacy practices. A quasi-experimental design was used to study effects on: (1) the use of home-based literacy practices at school; (2) teachers’ beliefs about the family's role in children's literacy development; and (4) first-graders’ literacy achievement. The study was conducted in two first-grade classrooms with culturally diverse student populations. In the treatment classroom, the teacher learned practices for building home-school partnerships. This teacher incorporated specific opportunities to involve parents in children’s literacy learning that led to an increase in parent-teacher collaboration. A combination of teacher and parent participation in the intervention resulted in statistically significant differences in students’ scores on the Concepts About Print (CAP) assessment compared to students in the control classroom. This study is small; yet, it provides a timely and relevant model to promote parent involvement, which is particularly important given the renewed emphasis on building effective home-school partnerships.
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Fleharty, Heidi L., and Carolyn Pope-Edwards. "Family-School Partnerships: Promoting Family Participation in K-3 Teacher Professional Development." Mathematics Teacher Educator 2, no. 1 (September 2013): 55–73. http://dx.doi.org/10.5951/mathteaceduc.2.1.0055.

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Sixty-three teachers in a K–3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort with working with parents, may be obstacles. The purpose of the present study was to examine 2 years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these projects, and the quality of the parent–child interaction. It was found that the teachers implemented a variety of projects that promoted parent participation in mathematics. Teachers were also able to utilize a cycle of inquiry to examine the progress of their project. The results showed that teachers were able to create a strong connection between the math classroom and the home environment of the child, as shown, for example, by findings related to the themes of home–school connections and mathematics curriculum of the home.
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Sumar, Sumar. "The Effort of Islamic Education to Improve the Children’s Morality on Elementary School on Petaling Mendo Barat." Tarbawy : Jurnal Pendidikan Islam 5, no. 1 (April 15, 2018): 11–18. http://dx.doi.org/10.32923/tarbawy.v5i1.825.

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The Teachers of Islamic education today are often confused with the behavior of learners who are increasingly worried about morals. Petaling villages, especially teachers often complain about the behavior of elementary school children who are not praised, are they will not the obey the teacher’s, rebuked, fighting even some who up against the teacher. The purpose of this study is to reduce or at least the development of negative morals in elementary school. As for the result of this research was found there are three the main factors that cause deterioration attitude a son, namely.1. Factors family 2.Environmental factor and 3.Factors the act of government on violence children.While the results of the efforts the teacher's Islamic education of the three elements are is, from the family: teachers diligent socialization the parents with appeal more attention to their children each especially in intercourse and learn. Edify their children. From the environment: teachers giving an appeal to school tuition that is not weary of he warns against careful in sociable.From the act of the government: the teachers continue to trying to find methods creatif capable of comply with the act the government about child protection and regulations.
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Dissertations / Theses on the topic "Family as their children's teachers"

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Uchida, Chiharu Hashimoto. "The Concordance Between Children's Performance During a Standardized Testing Session and Teachers' Observational Assessment in the Classroom." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803116.

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Wamalwa, Fredrick Masinde. "Formation of children's human capital in Kenya: The role of teachers, private schools and the family." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27068.

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In this thesis, we contribute to knowledge about the human capital formation of children in Kenya in three interrelated essays. We focus on Kenya due to the declining learning outcomes the country is experiencing, in the wake of increasing public spending in the education sector. The first essay examines the effect of teacher subject knowledge, pedagogical skill, teacher effective instruction time and teacher classroom practices on grade 4 language and maths test scores. Our results show that a one standard deviation increase in the teacher's knowledge in language (maths) increases student test scores by 0.075 (0.126) of a standard deviation in language (maths). An additional hour of teacher effective instruction time increases student achievement by 0.051 and 0.059 score standard deviations in language and maths, respectively. The second essay estimates the size of the effect of private school attendance on literacy (language) and numeracy (maths) skill acquisition among children drawn from lower primary grades (grades 2-4) in Kenya. Using a household survey data, we apply different estimation techniques (OLS, fixed effects and propensity score matching) to deal with the potential endogeneity of school choice. We find positive and significant effects of private school attendance on both language and maths achievements across all the estimation techniques. For instance, the household fixed effects yield a private school premium of 0.13 to 0.21 score standard deviation in maths and language, respectively. The third essay examines the effect of the gender and order of birth of a child on intra-household investments in, and educational outcomes of, children in Kenya. We measure the intra-household education investment in children by the household's decision to enrol a child in a private school. We define educational outcomes by two variables: completed years of education and relative grade progression. We control for the potential endogeneity of child's gender, birth order, family size and household level unobservables using household fixed effects model. We find no female advantage in terms of private school enrolment. However, there is a consistent female advantage in terms of completed years of education and relative grade progression. We find significant negative birth order effects on private school enrolment, completed years of education and relative grade progression.
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O'Claire-Esparza, Kelly J. "Parental and Teacher Priorities for Children's Requisite Kindergarten Entry Skills." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2575.

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This study examined mothers', fathers ', preschool teachers', and kindergarten teachers' opinions regarding children's requisite kindergarten entry skills. Participants were 101 preschool teachers from eight counties in northern Utah, as well as 113 kindergarten teachers and 286 parents of kindergartners from five school districts in northern Utah. Questionnaires were administered to assess opinions regarding (a) the preschool teachers' role in preparing children for kindergarten, (b) the parental role in preparing children for kindergarten, (c) priorities for requisite kindergarten entry skills, (d) the importance of specific skills emphasized in preschool, and (e) the importance of specific skills emphasized in kindergarten. Findings indicated that teachers agreed significantly more so than parents that preschool teachers could do more to prepare children for kindergarten. When asked what their child's preschool/day care teacher has done, parents' responses were similar to preschool teachers' when asked what they had done, suggesting consistency in what is taught in preschools, and strong communication with parents. All groups similarly agreed that parents could do more to prepare children for kindergarten. While reading to children and reading/writing skills were the most popular responses listed by all four groups, some significant differences emerged regarding what parents could do. Kindergarten teachers mentioned reading to children and language/communication skills more frequently than did the other groups. Moreover, fathers mentioned responsibility/self-help skills less frequently than all other groups. All four groups ranked how to listen, how to follow directions, and how to feel confident as the three most important requisite kindergarten entry skills. The four least important skills for parents, and preschool and kindergarten teachers were how to count, how to raise one's hand, how to write, and how to read. Significant differences existed between all groups' ratings of the importance of specified skills to be emphasized in preschools/day care centers, as well as for skills to be emphasized in kindergarten, although the mean ratings for each skill were moderately high. Mothers, preschool teachers, and kindergarten teachers rated most skills higher than did fathers. Preschool and kindergarten teachers rated most skills very similarly. Implications of these findings for parents, and preschool and kindergarten teachers are discussed. Suggestions for future research are then offered.
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Sayers, Robin C. "Understanding children's perceptions of teacher-child relationships in kindergarten: The role of child and family characteristics." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1617965085375737.

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Kim, Mina. "Finding identity through feminism professional challenges for teachers of young children /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3161793.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0081. Adviser: Jesse Goodman. Title from dissertation home page (viewed Oct. 11, 2006)
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Warren, Angela. "The School-Based Family: Coaches and Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3252.

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The purpose of this study was to qualitatively examine the possible formation of surrogate families within Ugandan schools to provide a context for positive development experiences, especially for orphans who lack positive development opportunities provided by parents. The sample for this study consisted of 66 Ugandan Secondary School students from eight schools in the Mukono district of Uganda. This study found a potentially widespread family formation pattern between students and their teachers/coaches. More than 75% of students self-identified their teacher and/or coach as family. The results provide insight concerning why orphans and vulnerable children are forming surrogate families with staff members at school. Teachers and coaches were able to offer the students positive developmental assets and were therefore identified as family.
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Despain, Shannon Marie. "A Content Analysis of Family Structure in Newbery Medal and Honor Books, 1930 -- 2010." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3648.

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Newbery books are a reliable representation of quality children's literature. They have not previously been formally evaluated by the family structures represented in the books. This content analysis considered 87 contemporary realistic fiction Newbery winner and Honor books since the 1930s that portray families in English-speaking, western settings. The family structures portrayed in these books were compared with the family structure categories of the decade in which each book is set. Percentage comparisons revealed that the 1930s, 1940s, and 1950s do not represent the actual family structures of their time period. After the Age of New Realism began in the mid 60s, the family structures in the books more closely matched the family structures of their decade, but several discrepancies remained.
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Haines, Lisa Catherine. "Perceived Need of Directors for Family Therapy-Related Services in a Child Care or Preschool Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31119.

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The purpose of this study was to investigate preschool and child care directors' perceptions about the potential for introducing family therapy-related services into a child care or preschool environment, and in particular, to explore their opinions about the extent to which children are affected by parental stress, to assess directors' awareness of the field of marriage and family therapy, to determine the extent of their current collaboration with family therapists or other mental health providers, and to gather their thoughts concerning the possibility of successfully bridging the professions of child care and family therapy in the future. Seventy-two of the 197 directors surveyed responded to the mailed questionnaire. Descriptive statistics were used for the quantitative data, while the qualitative data was evaluated using the method of content analysis. Quantitative results revealed: 1) Most of the participants believed that children are at least somewhat affected by their parents' stress, 2) Over half of the participants were familiar with marriage and family therapists as trained professionals who focus on systemic treatment of the family as a whole unit, 3) Less than half of the participants currently offer on-site mental health services, 4) While it seems that participants routinely refer parents to and consult with mental health providers, they are least likely to consult with or refer to marriage and family therapists, and 5) Almost all of the participants identified at least one obstacle to providing family therapy-related services in their child care centers or preschools. Limitations and implications for clinicians and future research are also discussed.
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Torres, Maria Beatriz. "Communication Challenges and Conflicts that Sojourner Children Experience with Parents, Peers and Teachers due to Acculturation with the American Culture." Ohio University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou997192316.

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Srikanth, Shwetha. "Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1443.

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Florida’s Voluntary Pre-Kindergarten program (VPK) aims to ensure that all 4-year-olds are prepared to excel in K-12 mathematics. Early numeracy/spatial skills are predictive of success in K–12 mathematics. No research has examined whether VPK classrooms are equipped with the materials necessary to teach numeracy/spatial skill. The Pre-Kindergarten Numeracy and Spatial Environment Survey was created to examine the frequency of access to and use of numeracy/spatial materials in VPK classrooms. The 69-item survey was completed by the lead educator from a sample of 62 pre-kindergarten classrooms in Miami-Dade County. Regression analysis results suggest the location of the pre-kindergarten center, the sex distribution of the children in the classrooms or the number of years of experience that the educator has as a lead teacher along with the extra training courses undertaken by the teachers does not affect the access to or the use of, numeracy and spatial materials in the classrooms.
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Books on the topic "Family as their children's teachers"

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Help! for teachers of young children: 88 tips to develop children's social skills and create positive teacher-family relationships. Thousand Oaks, Calif: Corwin Press, 2006.

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Adler, C. S. Not just a summer crush. New York: Clarion Books, 1998.

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Ablyatipova, Natal'ya, Farida Aminova, Gulshan Bodurova, Elena Voytovich, Svetlana Dorzhieva, Ol'ga Podkorytova, Anna Purge, Anna Tarasova, Elena Usacheva, and Habibullo Himatov. Family law. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1200568.

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The textbook outlines the main issues of the family law course: the concept and subject of family law, the grounds for applying civil legislation and international law to family relations, the exercise and protection of family rights, marital legal relations, the rights and obligations of parents and children, the placement of children left without parental care, the application of family law to relations involving foreign persons and stateless persons, etc. Prepared in accordance with the Federal State Educational Standard of higher Education of the latest generation and the main professional educational program of higher education in the field of training "Jurisprudence". For students of law schools and faculties, graduate students, teachers, researchers and practitioners, bachelors, specialists in the field of family law, as well as all interested readers.
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Walker, Doris. Orange County adventures with children: A guide for parents, grandparents, and teachers. Orange County, Calif: To-the-Point Press, 1997.

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Shefrin, Jill. Such constant affectionate care: Lady Charlotte Finch, royal governess, & the children of George III. Los Angeles: Cotsen Occasional Press, 2003.

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Funkhouser, Janie E. Family involvement in children's education: Successful local approaches : an idea book. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.

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Funkhouser, Janie E. Family involvement in children's education: Successful local approaches : an idea book. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.

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Funkhouser, Janie E. Family involvement in children's education: Successful local approaches : an idea book. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.

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Bunting, Eve. Our teacher's having a baby. New York: Clarion Books, 1992.

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Reimers, Cathy L. ADHD in the young child driven to re-direction: [a guide for parents and teachers of young children with ADHD] : a book for parents and teachers. Plantation, Fla: Specialty Press, 1999.

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Book chapters on the topic "Family as their children's teachers"

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Hudson-Glynn, Kate. "Lessons learnt by student teachers from the use of children’s voice in teaching practice." In Pupil, Teacher and Family Voice in Educational Institutions, 15–32. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505669-2.

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Biffi, Elisabetta. "Training Teachers to Prevent Violence Against Children: The First Line Against Family Violence." In The Palgrave Handbook of Education Law for Schools, 519–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_25.

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Salmon, Phillida. "Children's school stances." In Psychology for Teachers, 47–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003272366-3.

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Brownsword, Sarah, Sarah Merchant, and Richard Charlesworth. "Children's literature and other texts." In Reading Teachers, 21–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-4.

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Gallagher, Peggy, Cheryl Rhodes, and Karen Young Lewis. "Family Voices in Teacher Education." In The Palgrave Handbook of Disabled Children’s Childhood Studies, 595–616. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54446-9_36.

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Harlen, Wynne, and Anne Qualter. "Teachers' and children's questions." In The Teaching of Science in Primary Schools, 137–50. Seventh edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: David Fulton Publishers, 2018. http://dx.doi.org/10.4324/9781315398907-14.

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Kucirkova, Natalia, Nigel Lungenmuss-Ward, and Nicola Mansfield-Neimi. "Digital books enriching children's literacy lives." In Reading Teachers, 35–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-5.

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Keogh, Barbara K. "Children's Temperament and Teachers' Decisions." In Ciba Foundation Symposium 89 - Temperamental Differences in Infants and Young Children, 269–93. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470720714.ch17.

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Buckham, Jennifer. "Teachers' Understanding of Children's Drawing." In The Role of Subject Knowledge in the Early Years of Schooling, 133–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003322283-10.

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Thomson, Stephen. "The Child, The Family, The Relationship. Familiar Stories: Family, Storytelling, and Ideology in Philip Pullman’s His Dark Materials." In Children's Literature, 144–67. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_7.

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Conference papers on the topic "Family as their children's teachers"

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Otero-Mayer, Andrea, Consuelo Vélaz-de-Medrano, and Eva Expósito-Casas. "FAMILY INVOLVEMENT IN ECE THROUGH THE FIQ (FAMILY INVOLVEMENT QUESTIONNAIRE) IN SPAIN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end103.

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"Family-school involvement in the education of children under 6 years of age is a complex and multidimensional area of study. In this regard, there is a great deal of research that examines the extent to which such involvement affects the development and learning of their children. The research consulted indicates that high levels of involvement and family-school collaboration in children are associated with better academic performance and socio-emotional functioning at school among other outcomes, but also with benefits for families and teachers. In the case of the present study, the Spanish adaptation of the FIQ (Family Involvement Questionnaire) (Fantuzzo et al., 2000) was applied to a sample of 659 parents of children who have attended ECE between 0 and 3 years of age in different autonomous communities of Spain during the 2020-2021 academic year. The FIQ is a specific questionnaire to study the Early Childhood stage, and collects information from parents on the ways in which they participate in their children's educational experiences, in order to establish different degrees of involvement in the three subscales that comprise it; Home-Based Involvement, School-Based Involvement and Home-School Conferencing. It is a 42-item self-report Likert scale, scored from 1 to 4, with 1 being rarely and 4 being always. The results of this study show that the subscale with the highest scores is ""home-school communication"", with a score of 60, which is rated as high, with item 1 (I attend meetings with my child's teacher to discuss my child's teaching or behaviour) and item 3 (I talk to my child's teacher about my child's daily routine) receiving the highest scores. The other two subscales show average scores, with items 16 (I participate in planning school trips for my child) and 26 (I go on class trips with my child) scoring the lowest. It can be concluded that, given the importance of family school involvement, it is important to know what actions can be implemented by Early Childhood schools to achieve greater and better family participation."
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Figueiredo, Maria, Filipa Ribau, and Belmiro Rego. "EARLY CHILDHOOD TEACHERS' PERSPECTIVES OF EPORTFOLIOS AS TOOLS FOR CHILDREN'S EVALUATION AND FAMILY INVOLVEMENT." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1661.

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Haines, Shana. "Family-Professional Partnerships Between Refugee Families and Their Children's Teachers: Examining Facilitating and Impeding Factors." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441341.

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Sudarsana, I. Ketut, Heny Perbowosari, I. Wayan Wirta, Emah Khuzaemah, Rianti Setyawasih, Rahayu Fitri, Syihaabul Hudaa, and Arlina Yuza. "The Role of Teacher And Family In Forming Children's Character." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300653.

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Cooper, Patricia M. "Needed: Teachers' Acquisition of a "Developmental Perspective" on Young Children's Membership in a LGBTQ-Led Family." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687618.

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.
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Valentina Dan, Diana. "Family’s role during online school." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.

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The closure of schools due to the COVID-19 pandemic made it difficult for families and teachers to support children's remote schooling. From the standpoint of sustainable education, this paper analyzes parents' thoughts on their adaptation to the rapid transition to distant schooling. Parents were concerned about their children's learning and well-being, as well as the management of daily life and the use of information and communication technology. Individual requirements of families should be recognized and provided in a sustainable manner to promote children's learning in shifting settings, including online schooling.
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Banse, Holland. "The Importance of Family Involvement: Examining Teacher Perspectives on Children's Pre-Kindergarten Outcomes." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682520.

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
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Bejenari, Ludmila. "Interaction Psychopedagogical assistance service - family: up-to-date strategies of collaboration in the Pandemic period." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p281-284.

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The interaction of family and school is a process of joint activities to agree on the objectives, forms, and methods of family and school education. The value base of such an interaction is the creation of conditions for the achievement of the child, his personal growth, the formation of motivation for learning, maintaining physical and mental health, and social adaptation. Also, the cooperation between family and school aims to harmonize the relationship between teachers, students, and parents, timely identification of family problems, and effective social, pedagogical, and psychological support of the family, increasing parental responsibility for raising and developing children.
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Reports on the topic "Family as their children's teachers"

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Eickmeyer, Kasey. American Children's Family Structure: Stepparent Families. National Center for Family and Marriage Research, 2017. http://dx.doi.org/10.25035/ncfmr/fp-17-16.

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Ginther, Donna, and Robert Pollak. Does Family Structure Affect Children's Educational Outcomes? Cambridge, MA: National Bureau of Economic Research, April 2003. http://dx.doi.org/10.3386/w9628.

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Eickmeyer, Kasey. American Children's Family Structure: Single-Parent Families. National Center for Family and Marriage Research, 2017. http://dx.doi.org/10.25035/ncfmr/fp-17-17.

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Eickmeyer, Kasey. American Children's Family Structure: Two Biological Parent Families. National Center for Family and Marriage Research, 2017. http://dx.doi.org/10.25035/ncfmr/fp-17-15.

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Acemoglu, Daron, and Jorn-Steffen Pischke. Changes in the Wage Structure, Family Income, and Children's Education. Cambridge, MA: National Bureau of Economic Research, October 2000. http://dx.doi.org/10.3386/w7986.

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Black, Sandra, Paul Devereux, and Kjell Salvanes. The More the Merrier? The Effect of Family Composition on Children's Education. Cambridge, MA: National Bureau of Economic Research, September 2004. http://dx.doi.org/10.3386/w10720.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Running, Helen. In-service education for teachers of family life education from a sociological viewpoint. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.9.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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