parents and principals as partners in creating a culture of learning

[ 30 l
has to be guided, protected, and safeguarded in a responsible manner (Du Plooy
& Kilian, 1990: 13). His potential and limitations have to be taken into
consideration on all his niveaux of becoming. Pringle (1987:40) is of the opinion
that the limitations of a child impose a greater responsibility on his parents. They
have to consider the extent to which the child's limitations require special attention
without being detrimental to other children in the family.
Parents assume responsibility for a child's existence from conception until the time
when he gradually becomes less dependent on them and simultaneously he assumes
ever greater responsibility for his own life as an individual, that is, to live his own
life though his parents still accept final responsibility and accountability for what
he says and does (Du Plooy & Kilian, 1990:14).
3.2.1 Parenthood
When a child is born from the biological union of a married couple, guided by the
ethical (love), or when a child is adopted, the traditional family comes into being
(Van Schalkwyk, 1990:147). The complete family consists of parents (father and
mother) and a child or children. Parenthood comes into existence when a child is
born or adopted into a family and the parents accept the responsibility for the
adequate upbringing of the child.
No fixed pattern, formula or method can be prescribed to parents in regard to their
educational responsibilities. However, according to Pringle (1987:159), Du Plooy
and Kilian (1990: 13-17) and Le Roux (ed.), (1993: 110-112) the following can be
considered as skills needed by parents in the responsible guiding of the child
towards optimal self-actualization:
* Parents must clearly show that they accept the task of bringing up a child
with loving support and acceptance. Such parents demonstrate a