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experiences; they carry attitudes and expectation learnt from their parent" (Stacey, 1991, p26). As many teachers would agree or at least would later discover, ignoring and denigrating the learning and environment of the children before they attend school means denying them the opportunities to build on the these (Stacey,1991). So where the teachers put parents down, they put children down, too. Of course, the indirect still influence exists after children attend school; it is only that in function in a relatively more subtle manner.

2. Direct Influence of Home Education
After children attend school, direct influence of home education over school education becomes more and more obvious. In the United States, HMI reports and continuing research claim that parents are essential partners in children's education and teachers should be finding as many opportunities as possible to involve them more actively (Stacey, 1991). Home educations direct influences thus take the form of its interaction with school education: parents begin to cast their influence over the school and the teachers by playing a relatively more active role through sharing the responsibility of educating the children. They become the supporters, helpers, teachers, and policy makers in school with a community approach, as categorized by Stacey (1991).
2.1. Parents as Supporters
Social events such as parties, concerts and festivals are usually an important part of school life. Head teachers may feel that these are good opportunities for parents from different social and cultural groups to come together and to be part of the school community. Thus, when a social event takes place in a school with a community approach, the role for parents takes on a more vital aspect. Some parents will just enjoy taking a more active part than others and become the organizers; some appear to be disinterested or unforthcoming at first, but may later get involved, and some may always remain silent and passive; but, there is no elitism, for everyone is part of the same school community. Supporters like football fans, are very varied, but what they have in common is that they all cheer on and what success for the home team---their children's school; and it promotes children's acceptance of the "community".
2.2. Parents as Teachers
Although some teachers believe that parents should not be expected to "teach" children, either because it undermines their special skills and professional training or because other parents may object. However, an increasing number of teachers are beginning to appreciate parents' unique relationship with their children and their continuous role in their child's development. It is now mainly in reading that they are exploring ways to work more closely with parents, in which there is an element of accountability on both sides as teachers provide appropriate material and shared information and parents repot back to the teacher about what the child has achieved. Thus, through working directly with parents in the education of the children teachers find that it leads to more understanding and therefore support from parents for the learning processes which go on in school.
2.3. Parents as Helpers
Some teachers are fortunate enough to have a handful of parents to help regularly in the classroom. Sometimes parents are invited to tell stories or listen to children read, and sometimes they cook or sew with children in small groups.
On each occ