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1.
《Parenting, science and practice》2013,13(1):57-89
Objective. To determine how parents evaluate decisions about children's autonomy, Korean mothers and fathers as well as nonparental female and male adults, all living in the United States, were interviewed about parental decisions regarding children's engagement in gender consistent and gender inconsistent extracurricular activities. Design. A homogeneous sample of parents and nonparental adults (N = 80) participated to control for social experience beyond parental status. Participants were interviewed about whether it was acceptable for parents to allow their sons and daughters to engage in gender consistent (boy plays baseball, girl takes ballet), gender inconsistent (boy takes ballet, girl plays baseball), and gender neutral (boy goes to a sleepover, girl goes to a sleepover) peer activities, along with questions about autonomy, gender preferences, parental jurisdiction, cultural change, and stereotype knowledge. Results. Whereas all participants promoted autonomy, parents were more likely to sacrifice autonomy to conform to gender stereotypic expectations than were nonparental adults and to use social-conventional reasoning to justify their evaluations. Parents were more likely than nonparental adults to promote boys' autonomy than girls' autonomy in the absence of stereotypic expectations but were less likely to do so in gender inconsistent contexts. Conclusions. Korean parents and nonparental adults differ in their decisions about children's engagement in gender related peer activities. In contrast to nonparental adults, parents used multiple forms of social reasoning when evaluating children's autonomy in the context of gender expectations. These findings shed light on the complex decision-making that parents engage in when granting children autonomy and promoting social development. 相似文献
2.
Rose K. Vukovic Steven O. Roberts Linnie Green Wright 《Early education and development》2013,24(4):446-467
This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics. 相似文献
3.
Nicole Marie Denmark Brenda Jones Harden Maritza Gonzalez 《Early education and development》2014,25(5):723-745
Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home–school continuity for children through mutual understanding of goals and values. 相似文献
4.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed. 相似文献
5.
Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio‐economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literacy events with their children. During the programme, teachers shared information about literacy activities and the importance of children having opportunities to share literacy activities with their parents. Data indicate that fathers who were not mentioned by mothers as having been involved in their children's literacy were significantly more likely to be on a low income than those who were reported as being engaged with their children in home literacy activities. Fathers in the study were involved in providing literacy opportunities, showing recognition of their children's achievements, interacting with their children around literacy and being a model of a literacy user. Although involved in all four of these key roles, fathers tended to be less involved in providing literacy opportunities than mothers. While fathers and sons engaged in what might be described as traditionally ‘masculine’ literacy activities, fathers were more often reported to be involved with their children in less obviously gendered home literacy activities. The article concludes with discussion of implications for involving fathers in future family literacy programmes. 相似文献
6.
Chih-Lun Hung 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):115-125
Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes. Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments. Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years. Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes. Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes. Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities. 相似文献
7.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS. 相似文献
8.
Christine McWayne Jason T. Downer Rodrigo Campos Robby D. Harris 《Early education and development》2013,24(6):898-922
Research Findings: In the present meta-analysis, information from 21 studies (representing 22 separate samples) was pooled across a 10-year period (1998–2008). Across 2 primary dimensions of direct father involvement (frequency of positive engagement activities and aspects of parenting quality) and 5 dimensions of children's early learning (representing social and cognitive domains), findings revealed small to moderate associations. Among group differences tested to further explain the relationships between these constructs, residential status and the ethnic/racial identification of fathers' surfaced as significant moderators, whereas income status was only meaningful at the trend level. Practice or Policy: In recent years, national attention has increased concerning the important influence of fathers on children's development. Concurrently, national interest has turned to the early childhood period as marking a major transition for young children, during which children are confronted with new and diverse developmental challenges that require emotional, social, and cognitive competence across their home and school environments. Although there is a growing body of research on fatherhood and father involvement, this literature has not been examined systematically to determine the strength of associations between specific dimensions of father involvement and young children's early learning that could inform the efforts of early childhood practitioners and family engagement programming decisions. 相似文献
9.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement. 相似文献
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This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes. 相似文献
13.
This exploratory study examined the contribution of the RC Approach over a two‐year period. The RC Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of RC practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of RC practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of RC practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro‐social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between RC practices and children's performance. These findings suggest to the positive contribution of the RC Approach in relation to children's gains over a one‐year period. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 397–413, 2007. 相似文献
14.
Kathy A. Stephenson Rauno K. Parrila George K. Georgiou John R. Kirby 《Scientific Studies of Reading》2013,17(1):24-50
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables. 相似文献
15.
Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children participated in the study. We found that mothers were overall more involved in their children's education than fathers. Whereas emphasis on social values at home was related to paternal and (marginally) to maternal home-based academic involvement, emphasis on self-direction values at home among mothers was related to their home-based general involvement. Also, inconsistency in family socialization values had a negative impact on paternal involvement. Finally, positive practices were most consistently related to all types of involvement among mothers and fathers. Practice or Policy: The findings of the present study emphasize the importance of concordance in mother-father values. For teachers, it emphasizes the need to cooperate with both spouses and to discuss broader topics, including their values and practices. The results additionally indicate the importance of finding ways to enhance collaboration with less-educated parents. The results have practical implications for teachers who can potentially help parents to become more involved in their children's education. 相似文献
16.
《Early childhood research quarterly》1995,10(2):185-203
The conversations of nine preschool-aged children (C.A. 4:0–5:2) were tape-recorded as they interacted with teachers and with peers at preschool, as they traveled home from school with their parent in the family car, and as they engaged in routine home activities. The speech samples were coded to identify the time referents the children used in their topics of conversation in the three settings. The study sought to explore suggestions that young children, although generally context-bound in their talk at home and school, are capable of decontextualized talk when settings and conversational partners are familiar and supportive, and when contexts are transitional and prompt talk about other than the here-and-now.Significant differences were found in the children's use of present, past and future time referents in the three settings. Overall, the children spoke most often about the here-and-now, making frequent references to the present activities or to people in each setting. References to past and future events, however, were significantly more frequent in the car setting than in the home or school talk. Most references to the past occurred during the first 5 min of travel and were often prompted by the presence of a project remnant in the car or parents' questions or comments. References to future events occurred more frequently during the latter portion of the car trip. Differences in the children's proportional use of fantasy time referents were not significant. Possible implications for teachers and parents are discussed along with suggestions for future research. 相似文献
17.
Understanding children's decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children's understanding of the motor and social competence of hypothetical children with a physical disability, children's decisions to include or exclude a peer with a physical disability in play activities, and children's justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children's understanding of social contexts in peer relationships is discussed. 相似文献
18.
Samples of 13 mothers and fathers of normal preschool children and 11 mothers of high-risk preschool children estimated their children's vocabulary ability by predicting their child's responses to individual PPVT-R items and by making a global rating of their child's vocabulary ability. Prior to the parental estimations, the children had been administered the PPVT-R. Accuracy of parental estimates, as measured by d', was low, although the mothers' average estimates were significantly higher than zero and higher than fathers' estimates. Accuracy of estimation was similar for mothers of normal preschoolers and for mothers of high-risk preschoolers. Time spent reading to the child, mothers' employment, and children's ability level were not related to parental accuracy. Although correlations between the children's scores and parental estimates all were significant, parents tended to overestimate their children's abilities by approximately 9 to 10 points on the average. Overall, parental estimates of their children's vocabulary ability, using a global rating scale, provide a somewhat useful measure for placing their children in a broad classification range. 相似文献
19.
《Early childhood research quarterly》2006,21(2):196-212
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families. 相似文献
20.
Emily C. Merz Elaine A. Maskus Samantha A. Melvin Xiaofu He Kimberly G. Noble 《Child development》2020,91(3):846-860
The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult–child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills. 相似文献