Hostname: page-component-848d4c4894-wg55d Total loading time: 0 Render date: 2024-06-02T04:36:38.878Z Has data issue: false hasContentIssue false
  • English
  • Français

The Foster Child's Education: How foster parents can help*

Published online by Cambridge University Press:  29 February 2024

Barrie O'Connor
Barrie O'Connor*
Affiliation:
Psychology Department, Kelvin Grove C.A.E., Brisbane
Get access Rights & Permissions [Opens in a new window]

Extract

The purpose of this paper is to provide one set of perspectives through which parents may wish to examine the ways in which they can assist their child's education. The remarks may apply equally to natural and foster parents, although special consideration will be given to the latter group where necessary. The paper focuses particularly on academic and social survival skills for children at school and the ways parents can extend and support this skill development at home.

Apart from the questionable connotation of disaster associated with survival at school, several writers (Adelman and Feshback, 1971; Greenwood et al., 1974; Hops et al., 1975) have attempted to define those behaviours which children need to display in order to succeed in the school environment. Though expectations may vary depending on age, class level, educational philosophy and so on, and though such a list may seem unnecessarily prescriptive, the skills mentioned below are generally required of children at school.

Type
Research Article
Information
Children Australia , Volume 4 , Issue 2 , Winter 1979 , pp. 24 - 27
Copyright
Copyright © Cambridge University Press 1979

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Based on an address to the Foster Parents Association of Queensland Seminar ’78, 28–29 October, 1978.

References

Adelman, H., & Feshback, S. Predicting reading failure: Beyond the readiness model. Exceptional Children, 1971, 37(5), 349–354.CrossRefGoogle ScholarPubMed
Barnard, D. St. P. The Puffin Book of Car Games. Harmondsworth: Puffin, 1977.Google Scholar
Dreikurs, R. with Solz, V. Happy Children: A Challenge to Parents. London: Collins/Fontana, 1972.Google Scholar
Gordon, T. Parent Effectiveness Training. New York: McKay, 1975.Google Scholar
Greenwood, C.R., Delquadri, J., Hops, H., and Walker, H.M. PASS — Program for Academic Survival Skills — Manual for Teachers. Eugene, Oregon: Centre at Oregon for Research in the Behavioural Education of the Handicapped, 1974.Google Scholar
Hops, H., Fleischman, D.H., and Beickel, S.L. CLASS: Contingencies for Learning Academic and Social Skills – Manual for Teachers. Eugene, Oregon: Centre at Oregon for Research in the Behavioural Education of the Handicapped, 1975.Google Scholar
O'Connor, B.A. Monitoring praise and criticism in the classroom. SPECIAL: Journal of the Association of Special Teachers of Victoria, 1978, 13,(1), 5–10.Google Scholar
Taylor, F., Artuso, A., Hewett, F.M. Motivating Reluctant Learners: A Manual for Successful Learning. Denver, Colorado: Love Pub. Co., 1974.Google Scholar