In the past, it was believed that family was the main socializing agent for children. After years of development, the influences of school and community on children have increased dramatically. To build and enhance the connections among family, school and community will have a positive impact on children by resolving the challenging issues relating to children in the increasingly diverse country (Barbour, Barbour and Scully, 2010).
Home家庭
科尔曼（1991）指出，家庭环境和父母对在识字发展中与儿童阅读能力有着密切的影响，指出了父母对阅读的态度，以及他们对孩子的阅读模式是对儿童的发展至关重要的，如果父母重视良好的工作习惯，有着准时性和任务完成的态度，那么他们的孩子往往在学校中表现更好。In terms of the influences of home environment and parental perceptions relating to literacy development on children’ reading ability, Coleman (1991) points out that parents’ attitudes toward reading, as well as their modeling of reading for their children are critical in children’s development, if parents attach importance to good work habits, punctuality, as well as task completion, their children tend to behave better in school.However, due to different cultural, religious and economic conditions of different families, not all parents can cooperate with schools to create the situations and environments which are beneficial for children in learning, the attitude of school personnel toward families will have a great impact on children's perceptions of schools. To improve teachers’ interpersonal competence is in favor of teachers and families’ working together to help children to improve and enhance their interest in learning, academic performance, learning ability, and so on.
School
Teachers’ attitudes and perceptions are powerful in helping children to achieve a success in schools. Teachers not only play an important role in children’s lives, but also contribute to building connections between family and school (Chavkin, 2005). If school building becomes a focal point of a community and school personnel plays the role of intermediary between family and community, the school can promote the connection between the two social organizations (Barbour, Barbour and Scully, 2010).Community
Community has an impact on children’s attitudes in learning. Children can quickly assimilate attitudes of adults around them. The social climate and the personal relationships of a community can influence children’s attitudes about learning ( Maeroff, 1998). Teachers can influence a community’s attitudes toward the school, through strengthening connections between home, school, community to better succeed in the school (Barbour, Barbour and Scully, 2010).References
Barbour, C. H., Barbour, N. H. and Scully, P. (2010). Families, schools, and communities: building partnerships for educating children. U.S.: Pearson.
Chavkin, N. F. (2005). Preparing educators for school-family partnerships: Challenges and opportunities. New York: Teachers College Press.
Coleman, J. S. (1991). Policy perspectives: parental involvement in education, June. U.S. Department of Education, U.S. Government Printing Office: Washington, D.C.
Maeroff. (1998). Altered destinies: Making life better for school children in need. Phi Delta Kappan, 79, 424-432.
