A Place to Start: The Kenan Trust Family Literacy Project.

Autor/inn/en	Perkins, David; Mendel, Dick
Institution	National Center for Family Literacy, Louisville, KY.
Titel	A Place to Start: The Kenan Trust Family Literacy Project.
Quelle	(1989), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Community Programs; Disadvantaged; Early Childhood Education; Family Environment; Family Influence; Family Involvement; Family Programs; Family School Relationship; Functional Literacy; Intergenerational Programs; Literacy Education; One Parent Family; Parent Child Relationship; Parent Role; Parenting Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Early childhood; Frühkindliche Bildung; Frühpädagogik; Familienmilieu; Family program; Familienprogramm; Funktionale Kompetenz; Single parent family; Ein-Eltern-Familie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle
Abstract	This document explains an intergenerational literacy project, established by the Kenan Trust in 1988, in which more than 300 adults and children have participated at 7 pilot sites in North Carolina and Kentucky and for which an additional 22 sites in 11 states are planned. The first section relates one participant's experience with the project. Section 2 describes the project's model that focuses on family as the critical context in which learning is either stimulated or stifled. (With this model, undereducated parents and their preschool children go to school together: the parent for adult literacy and prevocational training, the child for early childhood development classes, and both together for classes on how to create in the home an atmosphere that supports learning). A rationale for the current attention focused on literacy development is followed by discussion of the necessity of an integrated program designed to meet all of the varied but interrelated needs of the disadvantaged family. A typical day for project participants and the origin of the Kenan model are described. New cooperative relationships among service providers are suggested in order for the model to work successfully. The last sections of the document cite test results and quotes parents and teachers about the success of the project, describe the mission of the National Center for Family Literacy, present a thank-you letter and poem written to project staff from a program graduate, and list the project's staff, adjunct training faculty, and advisory board. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01