Answer to Question 1
Describe the findings of the Hart and Risley study.
In an effort to understand what accounts for these differences, researchers Betty Hart and Todd Risley (1995) documented parent and child interactions during the first three years of children's lives. Their research team observed 44 families from different socioeconomic and ethnic backgrounds one hour each month for two-and-a-half years. Their data revealed vast differences in the amount of language spoken to children. Children from homes that received welfare assistance heard, on average, 616 words an hour; children from working-class families heard 1,251 words an hour; and children from professional homes heard 2,153 words per hour. If one thinks of words as dollars, the children from these different socioeconomic homes would have significantly disparate bank accounts. Further, this long-term study revealed that early language differences had a lasting effect on children's subsequent language accomplishments both at age 3 and at age 9. In other words, talk between adults and children early in life makes a significant difference.
Answer to Question 2
Describe the process for designing and implementing a Parent Workshop?
Logistic: The teacher should determine the logistics by designing a Needs Assessment Survey to determine parents' special interests and needs. The survey should ask parent about their preferred workshop topics, meeting times, and inquire about child-care needs. After the survey has been returned and the results tallied, the teachers should publish and advertise the schedule of workshops.
Culture of the Community: Teachers need to appreciate and understand the culture of the community they work with, and consider these factors as they prepare the workshop.
Encourage Classroom Community: Teachers must prepare for a parent workshop. They need adequate supplies. They may need to organize the room. They need to set up refreshments. Teachers need to prepare name tags, double-check child-care arrangements, develop an evaluation form for the workshop, and create a lesson plan
Planning the Lesson: There are several points for teachers to remember when running a parent workshop. First, the workshop should begin promptly. Second, start with a get-acquainted activity to put people at ease and begin the workshop on a relaxed, positive note. Third, remember that parents should not be lectured to; instead, they should experience hands-on, highly engaging activities. After the parents have engaged in the activity, provide brief, specific information about why this activity is effective. Most importantly, enjoy this experience with the parent
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