The study, which explored the help available to improve children’s literacy ahead of starting school in an ‘educationally deprived’ town in the East Midlands, reveals the stark difference in support offered to mothers identified as being in need compared to their better-off peers.
It shows that mothers identified as needing support were invited to attend children’s centre courses where they were made the focus of teaching, whereas ‘better-off’ families were invited to sessions designed to engage children and enhance their learning through singing and movement.
For example, for those identified as being in need, mothers were offered ‘instruction’ on how best to prepare their children for school. During the sessions, they were given handouts detailing the knowledge they needed, as well as questions and tasks to complete while there.
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