Suchergebnisse

Les acteurs locaux et internationaux s'accordent à dire que l'éducation de la petite enfance (ECE) est importante pour le bien-être futur de l'enfant, et que la participation des parents à diverses activités scolaires est bien indiquée. Chez les acteurs de l'éducation formelle, ce désir d'encourager la participation des parents aux activités scolaires est variable. En effet, reste la problématique de prendre en charge la volonté des parents, puis la mobiliser pour la transformer en participation à l'éducation de la petite enfance. Dans cette étude, l'accent est mis sur la participation parentale à l'éducation de la petite enfance à Madagascar, alors même que cette participation doit se dérouler dans la complexité du contexte actuel caractérisé par la pauvreté, le passé colonial, l'instabilité politique contemporaine et la coopération internationale. Les données glanées à Antananarive, Sakaraha, Toliera et Betioky nous ont servi de base pour démontrer la persistance, en général, d'un soupçon entre l'Etat et les parents : l'éducation de la petite enfance ne pourra ni s'améliorer ni avancer tant que les acteurs actuels (parents, enseignants, administrateurs, ONG et l'Etat) ne valorisent les ressources parentales et trouver d'autres voies et moyens de faire participer les parents au modèle extractif de scolarisation en place.

There is a growing trend towards parental involvement programmes in early childhood education. In most of the programmes, the major objective is to enhance the parents' ability to facilitate their children's development, particularly where the conditions for 'normal' development are found wanting, This reformist trend is reviewed in the first part of this article. In the second part, the review will serve as a backdrop to a critique of liberal discourse in parental involvement, leading to a reconceptualization of the issue. The argument carried through this article is that the notion of parental involvement is central to the process of democratic control, and therefore needs to be grounded in a political project that engenders personal and social empowerment of parents. Such a project demands a pedagogy that recognizes the different voices, know ledges and identities that constitute the parental body; a pedagogy that is fully cognizant of the fact that parents differ in terms of location, cultural capital, habitus, and personal experience within the education system. In other words, there are parents who have benefited from the social relations that characterize mainstream schooling and others, perhaps the majority, that have experienced a sense of powerlessness. It is the latter category of parents that the project for parental involvement in question will mostly address. By adopting a language of critique, traditionally disenfranchised parents will dig into the past to reclaim their personal, class and gender history in order to subjectively under- stand why conservative and liberal discourse in education has failed them, with a view that they will eventually embark on a project of possibility that will not only promote equal partnership but also substantial transformation in the educational process itself. ; peer-reviewed

Professionals who conduct intervention programs for parents of hearing impaired children often make assumptions about the informational needs of the parents; their programs provide information on specific topics, in particular order and level of detail. Mismatches between professionals' and parents' views of parental needs could undermine program effectiveness, leaving parents feeling the programs are unresponsive to their needs and wants. A survey of parents and professionals revealed that the two groups agreed that communication and education constitute the most important topics, a reflection of the general concordance between the two groups. Some differences of opinion did emerge, particularly regarding the timing of delivery of some categories of information. Implications for program design are discussed.