E09 Home, School, and Community Directions

E09 Home, School, and Community Directions

1. Describe the conflicting emotions the parent may have that contribute to this fear.

One primary conflicting emotion is the fear of competition emanating from teachers. Parents fear the competitions for the child’s affection. Teachers and parents compete for the child’s affection because the child is attached to both the teachers and parents (LaRocque et al, 2011). In most cases, children in boarding junior or senior schools spend more time with the teachers. Even those in day schools spend more time with teachers during the weekdays than parents. The more extended stay for children in schools, and around their teachers intensifies this fear of competition. Another positive conflicting emotion is insecurity resulting from the fear of being replaced. Parents fear the longer the teachers stay with the children, the stronger the bonds between the child and the teacher, especially if the parents also have a good rapport with the teacher. Nevertheless, there is a negative fear among parents that their children are not safe away from them. In this regard, they fear the questions of criticism, which may disadvantage their children at school. Parents may also feel guilty because they are obliged to be there for their children in most cases.

2. What does research show about the child’s relationship with the primary parental figure when the child has additional attachments to other people?

A child may develop a close intimacy with people close to him or her. If the child has an additional attachment to other people, the attachment should be minimized. Research shows that this attachment may go a long way affecting the child such they develop the closeness with such people at the expense of the primary parental figure (LaRocque et al, 2011). For example, research has shown that children exposed to house help at tender ages while parents are out for work to get more firmly attached to the helpers than parents. The similar case is witnessed among spouses. Children get attached more to those close to them and frequently provide for them at the time of need.

3. Describe three issues related to role confusion that a teacher may feel or may communicate

The first the teacher should communicate is the confusion of the competition for affection. A teacher may feel to talk with the parents about the psychosocial development of a child. When the competition for affection is high, the teacher needs to bring the parents on board because, in the end, these children will grow up under the care of their parents. The second issue for communication is insecurity. Teachers need to assure parents frequently that their children are safe in school. Such assurances will scrap out fear in parents. Thirdly, parents need to be assured their children are not exposed to negative criticism. Effective communication will avoid conflicting emotions, and both parents and children will be safe.

4. What can a teacher do to reinforce the primary relationship between the parent and the child and to communicate that the teacher does not desire to take the parent’s place in the child’s life?

Following the emerging fears of role confusion, a teacher should make it necessary for parents to come and see their children in school when they feel they should. This will reinforce the primary relationship between the child, and the parent. Moreover, any problem with the child must be reported to the parent rather than the teacher solving it on behalf of the parent (Baquedano-López et al, 2013). Parents must thus, be allowed to take part in punishing their children instead of leaving the whole process for the teacher. The disciplinary process within the school may involve parents only if a teacher guarantees.

References

Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and            community involvement in schools: What teacher educators need to know. Review of   Research in Education, 37(1), 149-182.

LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in     school achievement. Preventing School Failure, 55(3), 115-122.