set 1988 : no. 2

Teachers and pupils see school work quite differently. Quality counts for teachers, but most children just want to finish. We can help by uncovering skills which are already enjoyed without the drive to finish.

Teachers and pupils see school work quite differently. Quality counts for teachers, but most children just want to finish. We can help by uncovering skills which are already enjoyed without the drive to finish.

No matter what we might like, home and school are held apart by lots of things. For example, by the fact that school is, in most cases, not just across the road. Or by the fact that school takes place at the same time as work. Or by the tone of the notes that a child brings home. Or by the fact that mother hasn't got a dress without mends. Or by the stand-offish-ness of a particular principal. Or by the 'foreign-ness' of a teacher of a different race. Or by the fact that the parent did not… Read more

When children start primary school they acquire a range of learning strategies which help them to tackle school tasks. Strategies such .as checking instructions, and referring to books, charts or other classroom aids, help children to work systematically in school. Children who are good readers and achieve well on other school subjects are usually particularly competent in using these independent learning strategies.
In the informal learning environment of the preschool, children also… Read more

What number concepts and skills do children have when they start school? How has their understanding changed after a year? How aware are teachers of what the children know? What number concepts and skills are taught in the first year? These questions are important. If we underestimate what children can do their achievement will be less than it might have been.
The results of this study were very cheering - teachers can, after only about 12 days teaching a child, make very accurate… Read more