Part3 1ParentEdOverview PDF
Part3 1ParentEdOverview PDF
Part3 1ParentEdOverview PDF
This standard definition can be found in several pieces of federal legislation, including the
Head Start Act, the Elementary and Secondary Education Act, the Adult Education and
Family Literacy Act, and the Community Services Block Grant Act.
The full power of comprehensive family literacy services lies in the integration of these four
components to create a seamless approach to education. Family literacy programs recognize
that the education of children and parents is interdependent. Through intensive education of
more than one generation, family literacy programs:
• Build upon families’ strengths.
• Provide the tools and support families need to build on their strengths as learners and
expand their roles as family members, workers, and community members.
• Create life-long learners.
Family literacy programs have been recognized as a way to help children become successful
in school while their parents develop literacy skills. The Adult Education and Family
Literacy Act, Title II of the Workforce Investment Act of 1998, reflects this dual goal in its
encouragement of adults to become full partners in the educational development of their
children. Family literacy programs have created many learning opportunities for adult
English language learners and their children.
To learn more about family literacy, adult education, and ESL education, visit the Verizon
Literacy Campus at www.literacycampus.org. This site offers numerous self-paced 30-60
minute online courses at no cost.
skills and life competencies; and to learn more about children’s cognitive, literacy and
developmental growth. Parent education can take place at home during home visits, as well
as in a group setting in family literacy program centers. When parent education occurs in a
group setting, it also provides opportunities for bonding with other parents for support and
friendship.
Parent education is designed to help parents learn how to improve their skills in being the
primary teacher for their children, and to help parents learn how to become full partners in
the education of their children.
Although it is important for family literacy staff to respect the cultural differences of the
families they serve, it also is important that parents learn how to interact with school
personnel in their children’s schools. For example, in the U.S., school personnel expect
parents to be involved with their children’s education and to be full educational partners
with their children. In many cultures, however, children’s education is viewed as the
responsibility of the teacher—not the parents.
Attitudes toward teachers and schools, as well as beliefs about parenting, may be different
among individuals from various cultures. Consequently, teachers need to be explicit when
teaching parents about school expectations and parents’ roles in enhancing their children’s
literacy development. Although foreign-born parents want to support their children’s
learning, their expectations about the role of schools and teachers will affect how involved
they become in their child’s education.
Immigrant families differ in the characteristics of the primary caregiver, the number of
adults in the home, and the availability of stable or temporary housing. Therefore, it is
important to know something about the families in the program and the differences within
cultures surrounding the parent’s role. It is also important to focus on what parents will
need to know to support their children’s success in the American educational system.
How Parents Help Support the Language and Literacy Development of Children
Many studies have shown a link between parental involvement and a child’s success in
school. Children whose parents are involved in their school not only have better grades, but
also have fewer behavioral problems and are more sociable (National Center for Family
Literacy, 2003).
The research-based suggestions in Figure III–1 provide information on how parents can
strengthen their children’s language and literacy development. These can be discussed
during parent education sessions, either in the parents’ native language or in English. The
important thing is to encourage parents to support their child’s learning regardless of the
language used.
Figure III–1: How Parents Can Strengthen their Children’s Language and Literacy
Development
1. Parents can strengthen their children’s language and literacy development and school-related
competence by engaging in language-rich interactions with their children.
• Engaging in frequent and increasingly complex verbal interactions
• Actively participating in joint book reading or storytelling—including in the native language
• Finding recommended book lists on the Internet (refer to Using Multicultural Children’s
Literature in Adult ESL Classes at www.cal.org/caela/esl_resources/digests/childlit.html, and
Database of Award-Winning Children's Literature at www.dawcl.com)
• Posing questions that enhance their children’s problem solving abilities
• Participating in attentive interactions with their children
• Promoting a predictable environment through routines
2. Parents can provide support for literacy in the family.
• Providing easy access to reading and writing materials including those in the native language
• Modeling using reading and writing to get things done and solving problems in everyday life
• Demonstrating enthusiasm for reading
3. Parents can gain knowledge of their children’s learning and development.
• Seeing their children as active contributors to their own development
• Becoming aware of their children’s interests and abilities
• Having appropriate expectations of their children’s achievements
4. Parents can strengthen their children’s school-related competence.
• Viewing their parenting role in a positive manner as they guide their children
• Establishing and maintaining positive relations with community resources, including schools,
community groups, and native language groups
• Advocating for high-quality child and family resources in the community
• Developing coping strategies for adapting to changes in family and community environments
(Adapted from Powell & D’Angelo, 2000.)
Parent Interest Inventory. Place a checkmark next to the topic you would like to discuss.
Health Nutrition School
___ Women’s health ___ Dieting ___ Child development
___ Children’s health care ___ Meal planning ___ School Policy
___ Alcohol/drug abuse ___ Children’s eating habits ___ Reading report cards
___ Other ______________ ___ Other ______________ ___ Other _____________
Parent education happens in a variety of settings and in a variety of ways. Teachers serve as
role models for parents who are learning new concepts. It is important for teachers to be
explicit in their instruction, which is designed to help parents help their children. No matter
where or when services are delivered, parents should learn new information, new ideas, and
new skills; receive encouragement and support; and learn to advocate for themselves and
their families.