• The parents must have sufficient time to discuss the parent-child activities and give their
  opinions on them.
• The parents must have time to think about what they can do to support their child in the
  setting of the shared activities.
• It helps to allocate sufficient time to each activity for parents and children to get the most out of
  it.
• In the choice of activities, it is important to take into account the age of the children, their level
  of development and their areas of interest.
• Offering appropriate activities will prevent the parents and the children from becoming
  frustrated.

Regarding the relationship between the practitioners and the parents, the research shows the importance
of adopting a warm, constructive and collaborative approach based on mutual acceptance in the context of
the parent-child activities. These are the characteristics of such an approach:

• sharing of tasks and responsibilities,
• good communication,
• shared leadership,
• mutual support of each other's decisions,
• collaboration to find solutions to problematic situations,
• modeling appropriate strategies of positive discipline and a good attitude to encourage risk taking
  among the children,
• showing that there is more than one good way to do things, and
• cooperation in building a community of learners and demonstrating that they are part of this community.

Phillips et al, suggest that the practitioner helps the parents and the children, but also knows when to
withdraw from the activity to allow the parents to play the role of primary educators of their child. This is
why it is important to adopt strategies such as pedagogical support and shared reading that encourage
the mutual involvement of the parent and his child in carrying out a task.

The program Learning Together had a positive effect on the development of the children's academic
literacy, regardless of the level of ability assessed at the outset. This effect continued throughout the
following years, except among children who obtained good results in the pre-test (20%-30% of the
children). This observation leads the authors to suggest that it is important to try to reach the children
with the weaker pre-test results (70%-80% of the children). They recommend nationwide screening to
identify these children.

Phillips et al, did not find any significant improvement of the parents' reading levels. This finding supports
the conclusions drawn in several other studies in the area of family literacy.

The results also show that the intervention had the same outcomes for the children, regardless of their age
at the start of the program, for the age range between 36 and 60 months. What counted was their literacy
level at the start. In light of the consistent effectiveness of the Learning Together program for this age
group, it is sensible to conclude that work with families should start as early as possible.