16 de febrero de 2010

La clave del desempeño educativo de los alumnos está en la manera en que se involucran los padres de familia

Schoolgate, un blog que se especializa en temas educativos, retoma la conclusión de un estudio que confirma el vínculo entre desempeño educativo de los alumnos y el nivel de involucramiento de los padres de familia.

Aquí un párrafo (el subrayado es mío):


But when it comes to education - and we are talking about five year olds here, so we are right at the beginning of "real" education - parenting style and the home environment came out as the most important factors explaining the cognitive differences. For example, the research showed that a child who is read to every day at age 3 has a vocabulary at age 5 that is 1.92 months more advanced than a child with what the Trust calls "exactly the same observable characteristics (including income group)", but who is not read to every day at age 3. Similarly, a child taken to the library on a monthly basis from ages 3 to 5 is predicted to score 2.53 months ahead of an observationally equivalent child who did not visit the library so frequently. However, just under half (45%) of children from the poorest fifth of families were read to daily at age 3, compared with 8 in 10 (78%) of children from the richest fifth of families...


Aquí el resto de la entrada.

Ahora, de ser cierto esto, uno no puede evitar pensar en cuales podrían ser algunos efectos no anticipados de políticas públicas que buscan mantener a los padres de familia trabajando a costa del tiempo que permanecerían en su casa con sus hijos.

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