THE HOMEWORK TREATY
The Homework Treaty workshop emerged from several years of research that examined children's helpless behaviors during homework assignments, such as task avoidance, emotional outbursts, and incessant help-seeking.
Findings from our studies suggest that the way parents support their children during homework is more influential on their child's engagement than the amount of support they provide. In short, quality over quantity. More specifically, we found that, despite their best intentions, parents who "intruded" on homework tasks were far more likely to witness helpless behaviors in their children.
These results confirm the work of several other researchers and curricula, including Wendy Grolnick, Eva Pomerantz, and the Responsive Classroom Approach ©, all of which highlight the importance emotionally responsive practices that support children's independence and self-regulated learning.
In order to support the unique developmental, emotional, cognitive and behavioral needs of children as they tackle academic challenges, our workshop combines best practices from our own intervention research with current findings from the fields of education, psychology and cognitive neuroscience.
The goal of The Homework Treaty is to give families the tools to redefine what a successful homework experience looks and sounds like, and to ensure those expectations are explicit, agreed upon by all family members, and realistic for your children.