parents and principals as partners in creating a culture of learning

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school attendance or homework (Oliver, Smith, Le Roux, 1996:52-53). Very
often their houses are overcrowded and extremely noisy. There is seldom enough
space for school-going children to study in peace and quiet. Books, radios and
television are not readily available for them to learn more about the world around
them. Some children have to work in the afternoons or over weekends to
supplement the family's income. They therefore have limited time for study.
Although they do have many learning experiences, these are not suitable for
academic advancement. On the whole, therefore, their environment does not lend
itself to cognitive stimulation and academic achievement (Kokot et al., 1988: 125­
127).
The style of upbringing used by parents from the lower socioeconomic level of
society does not always contribute to the child's cognitive development. They
have a tendency to act impulsively and emotionally rather than reasoning calmly
with children or explaining why they do not approve of the child's behaviour.
This does not encourage children to think critically or to justify their decisions.
Reglin (1993:5) believes that it would be possible to improve the performance of
the fast growing number of demotivated children from the lower socioeconomic
status level of society if family members cared about and showed an interest in
their children's academic progress and in academic and social events at school
(Booyse et at., 1994:50).
According to Hundeide, (1991:24-25) illiteracy is much higher in rural areas than
in cities. This also appears to be the case in South Africa (Unicef 1993b:26).
Parents who are themselves illiterate do not always see the value of education for
their children, particularly when there are few job opportunities in the
environment. Many children in agricultural areas and on farms attend school
irregularly as a result of tasks that their parents give them, such as looking after
cattle, tilling fields, and fetching water. From an early age, perhaps eight years
old, children work as labourers on farms (Unicef 1993b:26). This means that