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Quote by Charlotte Sophia Kasl

“You can make lots of mistakes, but if you give children avenues for creativity and joy, they will have resources to carry them through. For example, if cooking together, reading, listening to music, coloring, participating in sports, or taking a walk in the woods are paired with pleasure and closeness, throughout life doing these things will kindle old feelings of happiness an/or comfort.”

Quote by Charlotte Sophia Kasl

Author

Charlotte Sophia Kasl

Charlotte Sophia Kasl, born in 1938, is an accomplished psychologist. Her research focuses on organizational psychology and leadership development, offering profound insights into organizational behavior and team dynamics. more

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“If I could summarize my suggestions to parents over the past twenty-five years it would be: worry less, criticize less, preach less, listen more, have more fun, be more honest with your own feelings, develop your own joys and friendships, and don't sweat the small stuff (which is nearly everything). The goal is not to be a perfect parent, because no such thing exists. The hope is to be a good enough parent so that your child leaves home a responsible adult who can take care of him or herself.”

“It is rare, I think, for parents to let their children -- of any age -- grow up and become peers.”

Thinking Children Age Grows Parent Growing Up Peers

Author:Sara Lawrence-Lightfoot

“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other's participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”

Needs Children School Purpose Parent Understanding Roles Teacher Demand Empathy Importance Critical Recognition Productive Collaboration Participation Comprehensive Parents And Teachers

Author:Sara Lawrence-Lightfoot

“Views of women, on one side, as inwardly directed toward home and family and notions of men, on the other, as outwardly striving toward fame and fortune have resounded throughout literature and in the texts of history, biology, and psychology until they seem uncontestable. Such dichotomous views defy the complexities of individuals and stifle the potential for people to reveal different dimensions of themselves in various settings.”

“Even though fathers, grandparents, siblings, memories of ancestors are important agents of socialization, our society focuses on the attributes and characteristics of mothers and teachers and gives them the ultimate responsibility for the child's life chances.”

Source: Worlds apart: relationships between families and schools

“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children moremalleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”

World Children Helping School Creative Development Absolutes Inevitable Discouraging Static Tokens Dissonance Adaptive Homogeneity

Book:Worlds apart: relationships between families and schools

Source: Worlds apart: relationships between families and schools

“Mothers seem to be in subtle competition with teachers. There is always an underlying fear that teachers will do a better job thanthey have done with their child.... But mostly mothers feel that their areas of competence are very much similar to those of the teacher. In fact they feel they know their child better than anyone else and that the teacher doesn't possess any special field of authority or expertise.”

Knows Feels Children Done Facts Seems Jobs Mother Teacher Special Fields Authority Areas Competition Subtle Competence Expertise Better Jobs

Book:Worlds apart: relationships between families and schools

Source: Worlds apart: relationships between families and schools

“For those parents from lower-class and minority communities[who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”

“The ambiguous, gray areas of authority and responsibility between parents and teachers exacerbate the distrust between them. The distrust is further complicated by the fact that it is rarely articulated, but usually remains smoldering and silent.”

Facts Parent Responsibility Teacher Authority Areas Remains Silent Complicated Gray Distrust Ambiguous Parents And Teachers Gray Area Authority And Responsibility

Book:Worlds apart: relationships between families and schools

Source: Worlds apart: relationships between families and schools

“Whether outside work is done by choice or not, whether women seek their identity through work, whether women are searching for pleasure or survival through work, the integration of motherhood and the world of work is a source of ambivalence, struggle, and conflict for the great majority of women.”

World Done Choices Pleasure Struggle Identity Source Conflict Survival Majority Motherhood Integration Ambivalence

Book:Worlds apart: relationships between families and schools

Source: Worlds apart: relationships between families and schools