Parenting knowledge and informational asymmetry communication among parents, teachers and child development specialists

Parenting Knowledge and Problem of Informational Asymmetry: Communication among Parents, Teachers and Child Development Specialists Table of contents:
1. Identification of the Problem and Formulation of the Principal Question.
2. An Indication of the Methodology and the Hypotheses to be tested.
1. There are a lot of different factors having influence on children education. One of the main ones is communication among people who are most responsible for the educational process. These people are: parents, teachers and child development specialists. The quality of communication among parents, teachers and child development specialists is a key-point factor of educational environment touching both emotional and intellectual sides of children development. ” Teachers can gain new knowledge and overcome isolation from each other through peer assistance, but the world of learning and discovery can be greatly enlarged through partnerships with parents, communities, and other professions at local and national levels” (1). The problem can be identified as the following: optimal involvement parity of parents, teachers and child development specialists into the child development process, overcoming of informational asymmetry taking place in this kind of communication. The principal question is: how effective must be relative influence of parents, teachers and child development specialists on a child What is the most reasonable approach to the effective communication among them
2. There are some relevant sociological methods of researching the problem of informational asymmetry: survey research, content analysis and field research. One of the hypotheses to be tested is: the structure of family affect children development. ” According to the Urban Institute’s 1997 National Survey of American Families, 63 percent of children live in two-parent, 27 percent in one-parent, and 8 percent in blended families” (3). The more unstable is the family structure, the deeper is the informational asymmetry among parents, teachers and child development specialists. This kind of asymmetry is also showed in parents’ ideas on raising children in specific cultural conditions: ” a large majority of parents say American society is an inhospitable climate for raising children; nearly half the parents said they worry more about protecting their child from negative social influences than they do about paying the bills or having enough family time together” (3). However many of teachers and child development specialists aren’t agree. Anyway, partnership between parents, teachers and child development specialists is very important for informational asymmetry problem resolving, and ” parenting education is not a single field of study. It is embedded in many fields of study (psychology, human development, nursing, education, ministry, medicine)” (2).
References
1. Child Development@ Du. (http://childdevelopmentdu. blogspot. com/)
2. Designing Professional Development Systems for Parenting Educators, Journal of Extension, Volume 40 Number 2. (April 2002) (http://www. joe. org/joe/2002april/a2. html)
3. Parents and Children. (http://www. trinity. edu/mkearl/fam-kids. html)
4. Strategies for Parents and Teachers. NC State University. (http://www. ces. ncsu. edu/depts/fcs/human/disas3. html)
5. Teachers Take Charge of Their Learning:
Transforming Professional Development for Student Success. The NEA Foundation for the Improvement of Education. News & Publications. (http://www. nfie. org/publications/charge/section4. htm)