浅谈父母之爱

天下没有不爱自己孩子的父母。父母对孩子的爱应该包括如下的内涵。爱是教育——教育孩子是父母的责任,也是父母爱孩子的具体体现。教育孩子必须讲究教育方法和     

尊重孩子，关注十大细节

父母都深爱着他们的孩子,父母都会认为自己非常尊重孩子,自己辛辛苦苦所做的一切也都是为了孩子好。爱孩子是父母的本性,关心、热爱孩子,一切为孩子着想也是人之常情。然而,在一切为了孩子的前提下,是不是父母为孩子所做的一切,孩子都能接受呢？是不是父母对孩子的教育、引导都科学、合理,符合孩子的成长规律呢？教育,尤其是家庭教育,特别需要教育双方的互动,需要教育者注意教育的方式、方法,否则,即使出发点是好的,也不容易取得好的教育效果。     

父母的言传身教影响孩子的一生

孩子最早感知到、最经常、最直接的教育方式是父母的言行教育,父母的一言一行,一举一动潜移默化地影响着孩子的习惯养成,如果没有父母好榜样的示范教育,就没孩子的健康成长和全面发展。父母的一言一行对孩子的成长和成才,特别是性格的发展和形成起着很重要的作用,如果父母言行不正,孩子很难正直成长。父母的教育理念和教育方法是学校教育不能达到的效果。     

儿子对我的“教育”

教育孩子实际上是一个自我教育的机会,父母的缺点会在教育孩子的过程中显露出来。父母如果给孩子一个平等的环境．鼓励他说出自己的想法．孩子也将是父母的老师。     

父母在幼儿教育中的榜样作用

父母是孩子的第一任老师,父母的一言一行不仅影响着孩子的一朝一夕,甚至会影响孩子的一生一世。一、教育孩子,父母要合作,步调要一致望子成龙,望女成凤,是父母双方共同的愿望。但教育孩子必须互相配合,步调一致,切忌一方管教孩子,另一方当面袒护孩子。如果父母一方发现另一方在管教或教育孩子时有明显失误,则应巧妙地分开大人和小孩,防止大人一错再错,避免孩子是非不分,无所适从。当一方对孩子进行了正面批评之后,另一方应从侧面进行教育。着重教育孩子理解父母的良苦用心和所讲的道理,防止孩子逆反心理的产生。这就是俗话说的“一唱一和”…     

父母的陪伴是孩子成长的营养

每每谈起父母与孩子的关系,说的最多想的最多的就是教育——父母教育孩子。可以不夸张地说,这种惯性思维是导致孩子成长中一系列问题的重要根源。在这种教育与被教育关系中,父母是当然的主角,是主动的,是行动的发起者;孩子是配角,是被动的,是教育活动的承受者。在这种关系中,父母往往容易养成承担一切、主宰一切的习惯,慢慢地也就把孩子成长的责任全部揽到了自己的身上。于是当父母希望孩子担当的时候,孩子却不愿也不知如何担当了。     

家庭教育中父母言行影响的特点研究

随着改革开放的不断深入,人们生活水平越来越提高,人们对孩子的早期教育也越来越得到重视。但孩子的成长单凭学校教育远远不够,家庭才是孩子成长的第一环境,父母是孩子的第一老师。父母的良好言行直接关系到孩子的健康成长。人们通常习惯性地把教育孩子的责任推给学校,其实一个孩子能否顺利成长,70％的责任在于父母,父母是每个孩子成长中的最大决定因素。一个身心健康的孩子背后,一定有教育得法的父母。相反,那些问题孩子的背后,也一定有形形色色的问题父母,他们是孩子问题的制造者。     

立爱父母俱乐部诚邀您的加盟

天下父母谁不想教育好自己的孩子?可今日孩子的教育,让众多父母伤透了脑筋。于是经常听到一些父母感叹:做父母,或者说做合格的父母太难了。现在的很多家庭都是独生子女,父母对孩子的教育没有见习期,父母一时的疏漏,也许就会给孩子的成长带来永久的遗憾。不管您的职业是公司职员     

家庭教育中的父母定位

人们通常习惯性地把教育孩子的责任推给学校,其实一个孩子能否顺利成长,70%的责任在于父母,父母是每个孩子成长中的最大决定因素。一个身心健康的孩子背后,一定有教育得法的父母。相反,那些问题孩子的背后,也一定有形形色色的问题父母,     

构建利于孩子主体发展的家庭教育策略

一、榜样教育策略:身教胜言教父母是孩子的第一任老师。父母的言行是孩子学习的榜样,父母要不断加强自身修养,为孩子的做人做事树立良好的榜样,使孩子耳濡目染、潜移默化地形成正确的认识观点、态度及良好的行为习惯。有些家庭的教育活动中,孩子更多的是从家长组织、设计的活动本身受到教育,例如父母为了增强孩子的体质,鼓动孩子去登山;而在另外一些家庭的教育活动中,孩子更多的是从家长的言行中获得教益。教育孩子不要说谎,首先自己要诚实守     

论自主学习在家庭教育中的作用

家庭教育是一门多学科的综合教育,家长应掌握教育学、心理学、生物学、社会学、法学等相关知识,家长教育素养决定了孩子的成长质量,孩子是家长教育行为的影子,因而家长要不断自主学习,提高自身素养,科学教子,为社会培养合格人才。     

Perceptions of school: parents of children enrolled and not enrolled in the Swedish special education programme—a longitudinal approach

The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework.     

论现代家庭教育对个体发展的负功能

在家庭教育中,家长溺爱、压制的教育方式、忽视孩子的情感需求、过高的期望、不良的教育方法等,会对孩子健康的个性和心理发展造成障碍。家庭教育负功能存在的根源在于:作为人的教育者本身的未完成性、历史性、主观性,家长本位观念下爱的异化,现实社会中教育的功利导向。     

从尼尔的自由主义教育思想看问题儿童的教育

对问题儿童的教育一直成为困扰家长和学校的疑难重症.英国教育家尼尔认为问题儿童是问题父母的产物,他提出要赋予问题儿童足够的自由和爱,并经常和他们进行情感交流.他开办的夏山学校最初以招收问题儿童为主,并发展成为誉满全球的自由教育示范学校.他的问题儿童教育理念以及在夏山学校的成功教育实践对于问题儿童的教育提供了诸多借鉴.     

What comes after compulsory education? A follow‐up study on parental expectations of their child’s future education

This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects.     

A Parental perspective of school and familial curriculum making: a narrative inquiry of early childhood education planning in Hong Kong

This paper examines the early childhood context of Hong Kong (HK) which is characterised by an entirely privatised system. The level of knowledge a child possesses in early childhood can be a determining factor in their admission into desirable kindergartens or primary schools. Given HK’s privatised early childhood education system, the quality of a child’s learning is directly tied to the education services their parents provide independently or can afford financially. The study reported in this paper adopts a narrative inquiry approach to an under-researched area of early childhood education, namely the voices of parents within home learning environments and how the lengths they go to provide their children with a quality education.     

Parental education and the socialization of the child: Internality, valorization and self-positioning

Contemporary western society is characterised by an individualistic model of the person. Conceptions of socialization insist more on self expression and development than on the individual’s submission to social requirements. Values concerned with individual responsibility and self-realization guide educative actions. The article analyses the influence of parental education on internality and self-esteem in the child with particular attention to how parents lead the child to become responsible (commitment). Two hundred parents (from contrasting social backgrounds) answered a questionnaire on internality and a question on self-esteem. According to their social background, the parents adopt educative practices which induce more or less responsibility in the child. Leading the child to accept responsibility in daily life encourages the learning of internality, but family education has little influence on self-esteem. How subjects “positioned” themselves, i.e., how they placed themselves a variety of measures was examined. Some preferred to position themselves in the centre of the scales while others placed themselves on the extremes. There was a correlation between the positioning of the parents and that of the children.     

Hmong immigrants' views on the education of their deaf and hard of hearing children

The study investigated the attitudes, perceptions, and feelings of parents of 7 Hmong families that included a deaf or hard of hearing child attending a U.S. public school. The findings indicate that many Hmong parents value education and want to be involved in their deaf or hard of hearing child's learning. However, the parents in the study did not know how to become involved, and needed the support of the school. Although they accepted their deaf or hard of hearing children unconditionally, they had lower academic expectations of that child than of their hearing children. Most of the parents reported limited knowledge of the policies, procedures, practices, and organizational structures of special education, and all cited communication barriers as impediments to involvement in their child's education. Most of the parents expressed strong satisfaction with their child's educational program. The findings suggest several areas for further research.     

Will my child ever go to a university? The link between school segregation practices and Norwegian parents’ expectations for their physically disabled child

How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices.     

浅谈家长在孩子学琴过程中的重要性

随着素质教育的不断普及,音乐教育的不断发展,家长对孩子抱着殷切的期望,在孩子学习的过程中家长的作用也是不容忽视的。要想让孩子学有所成,家长必须担当重任。