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Can education at school be an extension of upbringing in the family? Is it possible to implement a model of education in which the role of first educators is performed by parents, with teachers supporting them in that task? Is it possible for parents wishing to implement such concept of education for their children to support one another? Are there parents who demand a lot of themselves and of their children, and thus fulfill their parental duties? In 2003, a group of parents who answered these questions with a „yes” established the STERNIK Association for the Support of Education and Family. The Association was founded with a view to organizing educational facilities committed to close cooperation between school and family. In this model, parents play the foremost role, while teachers have an auxiliary and supportive function. „We wanted our children to be thoroughly prepared to enter adult life”, says Janusz Siekański, STERNIK Board President. “We were convinced it would be possible if the family and the school joined their efforts. We knew such schools existed already in other countries, and had extensive experience and relevant knowledge. We established contacts with Institució Familiar d’Educació (IFE) in Barcelona. The educational model they had developed was based on this precise assumption – that the school is an extension of the family.” What does it mean in practice? When bringing up their children, parents make certain demands of them (as well as of themselves, since example is the best means of education), which help young people develop their personality, improve and mature. In the first period of a child’s life, that work is mostly accomplished at home, and quite naturally parents are of key importance here. Later on, new educators come into play – kindergartens and schools. They are neither able not should replace parents in their role. They may, however, provide them with professional assistance. It is based on an understanding of typical periods in a child’s development, on observing peer interactions, on developing those abilities and talents which require professional tools. Educational facilities do not keep that knowledge to themselves, but share it with parents, thus helping them improve their child-rearing skills. Parents whose children attend such facilities also help one another. By sharing their parenting experience, they improve in their role as first educators. |
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