- AutorIn
- Marilyn Holmes
- Titel
- Community Engagement: Home School Partnership
- Zitierfähige Url:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-80198
- Quellenangabe
- Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 246 - 249
- Quellenangabe
- Proceedings of the tenth international conference Models in developing mathematics education
- Abstract (EN)
- Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
- Freie Schlagwörter (DE)
- Einbeziehung der Eltern, verbundene Partnerschaft, kulturelle Integration, gemeinsames Verständnis, Verbundprojekt, wechselseitige Kommunikation, Förderung von Kindern
- Freie Schlagwörter (EN)
- Parental involvement, Connected Partnership, Cultural inclusion, Shared understandings, Collaborative, Two-way communication, Supporting children
- Klassifikation (DDC)
- 510
- Klassifikation (RVK)
- SD 2009
- Herausgeber (Institution)
- HTW Dresden
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa-80198
- Veröffentlichungsdatum Qucosa
- 16.04.2012
- Dokumenttyp
- Konferenzbeitrag
- Sprache des Dokumentes
- Englisch
- Lizenz / Rechtehinweis