Can parents change, or are they saddled with their present
attitudes and habits? Does understanding of a child and his
problems of growing up make any real difference in what parents
actually do, or in how the child matures? Many people today take a
negative, defeatist attitude toward those questions. However, there
is a positive way of thinking about child growth and development.
We have sound psychological evidence that children learn under
certain conditions, when they feel a need for learning, when the
task is meaningful and appropriate to their ability, when they can
see results, and when they experience satisfaction in the process
and the product. Parents can consciously help to create these
conditions. This is especially true in helping the child learn to
read. Parents not only can avoid creating situations in which the
child becomes bored, frustrated, or resentful about reading; they
can also create situations in which the child can succeed with
reasonable effort, whatever his ability may be; situations in which
he can get some satisfaction from reading, whether he reads a book
of riddles, an adventure story, or fascinating facts about history
or science.In this book we have tried not to be prescriptive. We do
not want to sound like the voice of authority telling parents what
to do about their child's reading. Our aim is to give parents a
background of understanding that will help them to determine their
own role in the reading development of their child. Many specific
suggestions will be given, as a reservoir of ideas from which
parents may select any pattern or combination of patterns that
seems appropriate to their child. Thus they will become more
competent and confident in their rightful role as co-workers with
teachers in the formal aspects of their child's education.
General
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