Parenting and Teaching in Perspective [electronic resource] / Lilian G. Katz.
Although there are many ways in which the roles of parents and teachers overlap during the very early years, there are important distinctions in their roles that often become a source of stress, especially to teachers. Seven distinctions in these roles are described: (1) scope of functions; (2) inte...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 100 | 1 | |a Katz, Lilian G. | |
| 245 | 1 | 0 | |a Parenting and Teaching in Perspective |h [electronic resource] / |c Lilian G. Katz. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 33 p. | ||
| 500 | |a ERIC Document Number: ED439835. | ||
| 500 | |a ERIC Note: Paper presented at the Parent Child 2000 Conference (London, England, April 11-14, 2000). |5 ericd. | ||
| 520 | |a Although there are many ways in which the roles of parents and teachers overlap during the very early years, there are important distinctions in their roles that often become a source of stress, especially to teachers. Seven distinctions in these roles are described: (1) scope of functions; (2) intensity of feelings; (3) intensity of attachment; (4) rationality; (5) spontaneity; (6) partiality; and (7) scope of responsibility. The paper explores each of these distinctions: parenting can be described as diffuse and limitless, while teaching is specific and limited; parents have a high intensity of affect for their children, while teachers have a relatively low intensity of affect; parenting should involve optimal attachment to the child, whereas teaching should involve optimal detachment; parents should be optimally irrational and teachers optimally rational; parenting should include an optimal level of spontaneity, while teaching should involve an optimal intentionality; parents are biased in favor of their children and are responsible for the individual within the group, whereas teachers should be unbiased and responsible to the whole group. The implications of these distinctions in the two roles are presented, and examples of how these distinctions might be addressed are outlined. (Contains 30 references.) (EV) | ||
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Early Childhood Education. |2 ericd. |
| 650 | 1 | 7 | |a Parent Child Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Parent Role. |2 ericd. |
| 650 | 0 | 7 | |a Parent Teacher Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Parents. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Young Children. |2 ericd. |
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