parents and principals as partners in creating a culture of learning

[ 170 J
school-work are better able to overcome any problems which they may
encounter. such as behavioural and learning problems (cf 4.3.6 (2».
2.29 Most of the principals (72 %) disagreed with the statement that they are
satisfied that parents have guided their children to live according to
acceptable norms and values of society. According to Kruger (1996:29) a
child is born in a particular community where certain values and norms,
which are unique to a particular culture group. apply. The parent's duty
to educate, consequently is that of the cultural formation of the child. It
is the duty of parents to educate their children to obey the norms and
values of their society (Oosthuizen (ed.), 1994:143-144), Parents should
insist on obedience, for the child should not be free to ignore norms and
values, to set his own norms and values or to be encouraged to do his own
thing his own way. Parents need to set an example through word and deed
regarding norms and values (cL 4.3.4 (3».
2.30 The significant number of principals (64%) disagreed with the statement
that parents have assumed accountability in guiding their children towards
adulthood. Du Plooy & KiJian (1990: 13) believe that the child's welfare
(physical, emotional, intellectual and spiritual) must be high priorities in
his parents' lives. Parents must be fully aware that their child has to be
guided, protected and safeguarded in a responsible manner. The parents
are the adults who must accompany their children towards adulthood.
Parents must guide their children so that they can become fully-fledged
responsible members of their society. Pringle (1987: 148-151) maintains
that the paramount challenge of parenthood is to adequately provide for the
needs of the child. The child's need for love, acceptance, security,
belonging, confidence, discipline, praise and recognition has to be met by
parents to ensure that the child is guided towards responsible adulthood
(cfA.3.!).