What why where?

News / January 1, 2006

You remember the phase in the development of children when they continually ask the questions what, why and where? Generally associated with the early growth phase when the learning process is exponential, the questions are inevitably directed at the parent, close relative, close friend – someone with whom the child feels comfortable and confident.

Perhaps the process never really stops. Issues later in adult life that requires some significant guidance; aren’t they inevitably directed to the parent? So what generally happens to all that latent wisdom of the parent during their child’s school years? Perhaps it’s the tendency for both the parent and child to consider that “others” i.e. teachers are now responsible, perhaps relief that the children now leave the parent in peace, perhaps a concern not to interfere, or a belief that their skill base could be inadequate to support the child directly.

Studies by leading academics and teachers have indicated a substantial benefit from the continuing role that a parent can play in supplementing the teaching process at home. Whilst the child will be taught by different teachers, in different subjects and different years – as well as different schools as they progress through the school years, the one constant influence throughout the process is inevitably the parent or close relative.

Whilst the education process is extremely well developed and practised, there are inevitable gaps. Class size, collective ability, teacher competence, and the child’s personality all have an influence on the potential academic progress. is a new website – with a difference. It promotes the very same products, and many teaching notes that are used by the teacher in school. Now it is possible to replicate that lesson at home with equipment and resources that the child will recognise. The opportunity to also supplement the learning process at home on a one on one basis, at the child’s own time and pace – compares favourably with any reluctance in trying to attract the attention of a teacher in a class of 30 – 40, to establish the solution to areas of concern.

The significant opportunity for parents to refresh, overcome obstacles, and stimulate a child’s progress is fantastic. The parents interface with the teacher can take on a new dimension of cooperation, and you as a parent can help maximise the achievement of your child – and possibly realise that you hadn’t forgotten everything after all!

Just now there are a few pitfalls looming. Class size, literacy achievement and a general increased demand on teachers as they are contracted to take 10% more time to prepare for lessons, assess projects and mark homework is generally bound to have an impact on their capacity to nurture any child’s performance. Now there is an opportunity to put something back into the equation.

The potential for parental influence in the education of their children continues to grow. The constant presence of the parent throughout the educational programme provides an immense stabiliser. Who else is better equipped to provide that mentoring approach and the platform to become more intimately involved in your child’s achievement? There is nothing better solution to resolving a problem than to be able to turn to someone who knows and is involved.

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