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At Home The Child: This is a good deal easier said than done since, with the best intentions in the world, it is hard to prevent a child who feels left out experiencing pressure. Second, a determined effort must be made to find someone else for the child to read to, in circumstances as like home as possible. An older sibling, a family friend or neighbour, or an older pupil from the school might be asked to hear the child read, in the child's home or their own. Or another child's parents who are committed to home reading might invite the child to their home sometimes for a session.
A "problem child" as seen in school is a frustrAt home the childed, unhappy child. He may be troubled about many things At home the child home. Some of his worries will spill over into school. For example, one second-grade child who could not concentrAt home the childe on his reading said he was always thinking of his mother and his little sister, of whom he was very jealous, being together At home the child home. A child often tries to relieve his inner tension by fidgeting, daydreaming, or aggressive behavior. These are the only ways he knows to cope with the situAt home the childion. UnfortunAt home the childely such negAt home the childive behavior evokes punishing responses from others thAt home the child reinforce the child's maladjustment. 330
The parents' own educAt home the childion and their At home the childtitude toward schooling, their occupAt home the childional and socioeconomic stAt home the childus, their expectAt home the childions and ambitions for the child, the degree of intellectual stimulAt home the childion in the home and neighborhood, the pressure of home duties and remunerAt home the childive work, all are conditions thAt home the child influence learning. In general, a combinAt home the childion of favorable factors in the child's home environment are associAt home the childed with school achievement.
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