In our studies we were not only impressed by what some children could achieve during the first years, but also by the fact that the child's family seemed so obviously central to the outcome. . . . The informal education that families provide for their children makes more of an impact on a child's educational development than the formal educational system [author's italics]. If the family does its job well, the professional can provide effective training. If not, there may be little the professional can do to save the child from mediocrity, (p. 4) .