Suggests (1) family sex communication is infrequent and ineffective, (2) frequent, effective family sex communication may serve as a contextual model for children's communication patterns, (3) strong family sex communication orientation seems to facilitate children's open discussion with dates and parents, and develops responsible pre-parenting…

Examines some of the ways television may influence the imagination, motor activity, and aggressiveness of preschool and early school-aged children. Proposes a model in which a number of family and personal variables influence the growing child's response to television, and reports the results of several empirical studies that investigated family…

Cleveland's Comprehensive School-Age Parenting Program focuses on the following: (1) providing preventive health education to give middle school students a sense of identity and self-awareness; (2) preventing the mother from dropping out; and (3) helping the father cope with the situation and remain in school. (PS)

Shows that (1) fathers under economic stress were more likely to be depressed and have marital problems; (2) mothers had greater tendency to be depressed if marital relationship was stressed, regardless of economic situation; and (3) children of families with economic stress and other problems acted more withdrawn in the peer group or engaged in…

Reports that while an intervention program increased children's library use, it did not affect their attitudes toward reading or their home reading habits. (FL)

Describes the conceptual and operational framework of Collaborations for Literacy, an adult literacy project based on the premise that the educationally disadvantaged parent and child are a learning unit and might benefit from shared learning activities. Project's objective is to encourage adults to improve their own reading through reading to…

Categorizes motor, emotional reaction, social, and academic tasks that will enable parents to assess a child's educational readiness for school. Provides a parent self-rating scale to assess standing as a reading role model for children and a checklist to rate how conducive the home environment may be to school achievement. (NEC)

The consensus among Japanese that education is important is the single most important contributor to the success of Japanese schools. Other factors include institutional centralization and centralized fiscal support, the valued role of maternal support, and the strong supportive learning atmosphere at home and in the classroom. (CMG)

Examination of the ideology and behavior surrounding childhood marijuana use in Jamaica, and the way in which it is articulated with the domestic and school life of children in two rural communities, shows that parents expect marijuana to increase household productivity, enhance academic performance, and ensure families' health and strength. (CMG)

Describes a program adopted by five native Indian bands in British Columbia in which parents promote their children's early language and reading skills in the home. (FL)

Summarizes research on the impact of parent-institution relationships on child development. Argues that, in Israel, the institutional placement of children tends to ignore parents. Recommends means of improving cooperation and communication within the placement process. (KH)

Teachers', parents', and peers' standards were found to each have a positive and significant effect on the time secondary students spent on homework. The effects of performance standards on achievement were mixed. Teachers' and peers' standards had small positive effects, and parents' standards had larger negative effects. (Author/RM)

Cites authorities in the fields of early childhood education and literacy acquisition to show the need to change the way in which children learn to read and write. (FL)

An alternative elementary school in South Dakota requires parents to sign a contract mandating one half-day per week of volunteer service to the school for each child enrolled. Such participation may include conducting lessons, preparing teaching materials, keeping records, supervising activities, and serving as teacher aides. (TE)

Nigerian children experience moral education from the family, neighborhood adults, peer groups, and the community through direct instruction, observation, and unconscious absorption of moral lessons. They learn that gods and ancestors are sources of human morality. The introduction of Western religion and education encourages the young to pursue…