Dorothy Hamilton – författare

Parents already contribute much to their children’s learning, and with comparatively little effort can do much more. It is now firmly established that where parents and teachers cooperate over children’s education, the effects on learning are remarkable. Originally published in 1987, this practical handbook describes how you can cooperate with your child’s teachers to help your child with reading, writing, mathematics and other curriculum areas. What matters is the approach to learning, rather than specific knowledge: enjoyment, interest and fun are the keynotes for success. This book will help all parents to help their children.

Children learn more from their parents in their first five years than they do from their schools in the next ten. In this respect, all parents are teachers. In most families, however, this teaching relationship loses priority when the child starts school.

Originally published in 1984, this book describes a highly successful venture in parent/teacher cooperation in children’s learning, which developed from a project set up in 1979 in inner London. Working closely with teachers, parents were encouraged to give regular help at home with their children’s reading. In the years following, PACT (Parents, Children and Teachers) was widely implemented and led to great improvement in children’s reading and general motivation, and enthusiastic participation of parents in many areas of the curriculum.

The success of PACT at the time pointed to the need for a wider acceptance of parents as active participants in their children’s education. Parent, Teacher, Child is a handbook for the teacher interested in involving parents. In addition to the theoretical rationale for this approach, it offers practical advice, with illustrations drawn from a number of different schools, and information about how to set up and maintain such a scheme.

Parents already contribute much to their children’s learning, and with comparatively little effort can do much more. It is now firmly established that where parents and teachers cooperate over children’s education, the effects on learning are remarkable. Originally published in 1987, this practical handbook describes how you can cooperate with your child’s teachers to help your child with reading, writing, mathematics and other curriculum areas. What matters is the approach to learning, rather than specific knowledge: enjoyment, interest and fun are the keynotes for success. This book will help all parents to help their children.

Children learn more from their parents in their first five years than they do from their schools in the next ten. In this respect, all parents are teachers. In most families, however, this teaching relationship loses priority when the child starts school.

Originally published in 1984, this book describes a highly successful venture in parent/teacher cooperation in children’s learning, which developed from a project set up in 1979 in inner London. Working closely with teachers, parents were encouraged to give regular help at home with their children’s reading. In the years following, PACT (Parents, Children and Teachers) was widely implemented and led to great improvement in children’s reading and general motivation, and enthusiastic participation of parents in many areas of the curriculum.

The success of PACT at the time pointed to the need for a wider acceptance of parents as active participants in their children’s education. Parent, Teacher, Child is a handbook for the teacher interested in involving parents. In addition to the theoretical rationale for this approach, it offers practical advice, with illustrations drawn from a number of different schools, and information about how to set up and maintain such a scheme.