A good learning environment at home encourages children and young people to have positive attitudes to learning, to be curious and to trust them. Regardless of direct parental involvement in school activities, it is vital that parents and teachers communicate effectively with one another. Everyone has a part of the child's development picture, and each one can be more effective when information is shared. Constant communication helps ensure that both schools and homes respond to the unique needs of students and therefore support the overall development of children.
Children are versatile people who have learned to communicate ideas through language, behavior and actions (Gandini, 1993; Greenman, 198). Many have learned that they can communicate ideas on paper. In other words, children have learned that people's doodles communicate an idea. Children who are read to discover the emotion represented by those doodles.
Soon, their doodles begin to communicate a feeling or an action. When asked, children will talk about doodles. Parents can help children master this form of communication by reading and giving them the opportunity to doodle and talk about their masterpieces. Showcasing their works guarantees recognition of the unique qualities and characteristics of children.
The result, in too many cases, is misunderstanding, mistrust and disrespect, so that when a child is left behind, teachers blame parents and parents blame teachers. This level of parent participation in schools allows parents and staff to work together in a respectful and mutually supportive manner, creating an environment in which understanding, trust and respect can thrive. The necessary computers should also be available to parents in a variety of public settings, such as schools, libraries and government buildings, and there should be free or low-cost classes to teach educators and parents how to use them to promote learning. At the same time, relatively few schools have open-door policies that allow parents to visit them at any time, and parents who insist on playing an active role in their children's education are often branded troublemakers.