The home is viewed as a critical component in the development of creativity in children and a force to improve the effectiveness of educational programs. The article defines creativity and its importance, describes early facilitating environments (involving respect for the child, independence, and enriched learning), and discusses the home-school…

Children reveal important effects of their schooling at home. Thus, parents should play a more meaningful role in evaluating schools. When students are old enough, their feedback should be solicited for evaluation purposes. The feedback process must be structured to inform and support school personnel. (VM)

Discusses the educative role of the family in pre-industrial England focusing specifically the role of the mother. Provides quotes from diaries and other contemporary sources of information to document the points being made. (GEA)

Discusses the how many and how much lesson (how many people can acquire the rudiments of education, and how much they can learn), and the how few and how little lesson (how few of us assimilate the educational experience, and how little of the distillate consciously affects our decisions and actions). (CT)

The developing child and his/her eco-social-cultural context is the focus of study of 28 children ages 0-3 years in the rural area of Cocal, Piaui in Northeast Brazil. Ethnographic methods, naturalistic observations and semi-structured interviews were used to ascertain the physical context (the house and its surroundings), as well as maternal…

The traditional family atmosphere provides the best setting for the nurturing of children and the building of their character. (Author/AOS)

Childhood and adolescence in the United States today are more distinct from other stages of life than in less industrialized societies or in America's past. (MM)

Draws from works by Bronfenbrenner, Tinbergen, and Burgess to conceptualize child maltreatment as a social-psychological phenomenon that is multiply determined by individual, family, community, and cultural forces. (Author/GC)

Contends that our materialistic culture has drawn in families and created pampered, spoiled, and unhappy children which parents, child care providers, and educators are left to deal with. Asserts that parents should not be tempted by "things" to make their children happy; rather they should provide time, attentiveness, hugs, and an…

Gives an overview of how one English teacher taught the concept of "home" to a group of sixth-grade students. Provides an 11-item annotated bibliography of young adult literary works dealing with the theme of home. (HB)

Criticizes claims in "The Bell Curve" that a high value for heritability of intelligence constrains the extent to which environmental changes can increase intelligence. Cites adoption studies and the increasing intelligence of successive cohorts of U.S. children as evidence that intelligence can increase substantially without heroic…

Takes a critical look at various tendencies within the current generation of approaches to family literacy programs. Groups these tendencies into three broad categories: intervention prevention, multiple literacies, and social change. Notes a danger in glibly assigning any given program to one category or another. (RS)

Discusses the link between childhood memories and the "intimate geographies" of childhood experience as demonstrated in Hunter Diack's novel "Boy in a Village." Notes the settings of home, street, and institutional geography as themes in the book and in academic articles on children's social spaces. (JPB)

Presents Parental Environment Cluster model of child neglect which identifies three clusters of factors involved in parents' neglectful behavior: (1) parenting skills and functions; (2) development and use of positive social support; and (3) resource availability and management skills. Model offers a focal theory for research, structure for…

Often students are unable to draw upon their personal worlds and individual experiences to enrich their writing, suggesting a disparity between home and academic cultures. In light of this apparent disparity, teachers must try to bridge the gap, a task that is possible when the teacher focuses on the germinal, emotional, and unifying qualities of…