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Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering
Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American
children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed
and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and
emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s
challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s
behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their
immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This
study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with
systematic social and emotional support, can help these children attain psychological well-being. 相似文献
3.
The purpose of this study was to explore how social support, mother’s psychological status, and maternal sensitivity affected
attachment security in children with disabilities by using the structural equation model (SEM). Subjects were 141 pairs of
children with disabilities and theirs mothers. Empirical data was obtained through a series of questionnaires such as marital
satisfaction, support from people around, maternal depression, and parenting stress. In addition, maternal sensitivity and
attachment security were obtained through a Maternal Behavior Q-set and an Attachment Behavior Q-set. The results were as
follows: first, mother’s psychological status was fully mediated by social support and maternal sensitivity. Secondly, mother’s
psychological status had a negative effect on maternal sensitivity, while her maternal sensitivity, in turn, had a positive
effect on the child’s attachment security. However, maternal sensitivity did not fully mediate between a mother’s psychological
status and the child’s attachment security. These structural relationships were not different between children with pervasive
developmental disorders and mental retardation. There were also no significant differences in the structural paths according
to children’s developmental age. 相似文献
4.
Isabelle Roskam 《European Journal of Psychology of Education - EJPE》2002,17(3):203-220
The purpose of this paper focuses on mothers’ beliefs about their child’s personality and development (stability or change and causal attributions) and how these beliefs can be affected by mothers’ experience (being a mother of a six or of a twelve-year-old child and being a mother of a normally-developing or of a mentally disabled child). The scales were completed by several samples of mothers. The effect of the temporal orientation (retrospective or perspective) was also considered. The results show that the mothers rate their child with an optimistic bias while the mothers of disabled children are less positive than those of the broad-ranging sample. The results are also in accordance with the decrease of positiveness as the child grows. Finally, the optimistic bias differs in function of the temporal orientation for the mothers of normally-developing children and for the mothers of mentally disabled children. The retrospective change is also overestimated with regard to the prospective one in the broad-ranging sample. 相似文献
5.
Bruce Fuller Gretchen Caspary Sharon Lynn Kagan Christiane Gauthier Danny Shih-Cheng Huang Judith Carroll Jan McCarthy 《Early childhood research quarterly》2002,17(4):240
Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve. 相似文献
6.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
7.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
8.
This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care
centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of
South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach.
Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were
found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3)
Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced
children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings
are discussed. 相似文献
9.
Seon-Young Lee 《Asia Pacific Education Review》2010,11(4):497-513
In the process of children’s talent development, fathers have been largely ignored compared to mothers who are mostly identified
as the initial and primary influence for their children. Though modern fathers are becoming more engaged in childrearing and
interacting more with their children and changes in family systems lead to new challenges and demands for defining parental
roles today, fathers are still predominately portrayed as the principal breadwinners of families. Literature including both
empirical and anecdotal data has documented positive and promising outcomes of paternal involvement for children’s talent
development though fathers’ roles are not always differentiated from mothers’ roles and little research studied fathers and
gifted children, exclusively. This paper includes a comprehensive review of fathers’ contributions to children’s talent development
and discussion about issues and suggestions for research involving fathers and talent development. 相似文献
10.
In this interpretive study of children’s social interactions in a family child care setting, children were seen to spend a
significant portion of their time playing, watching others play, and distracted by video games. When children were focused
on video games, their interactions with one another were disjointed, rushed, and ineffective. Because children’s interactions
are considered to be important learning opportunities, the prevalence of video games in child care settings and the implications
of their use should be studied more closely. 相似文献
11.
Kirsten Hutchison 《The Australian Educational Researcher》2001,28(3):47-61
Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children. 相似文献
12.
The process of development occurs according to the pattern established by the genetic potential and also by the influence
of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development.
The review of the literature revealed that family features, such as socioeconomic status, mother’s educational level, and
the existence of siblings can affect children’s motor competence. Preschool centers have also become important for children’s
development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which
a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing
others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement
programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative
consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have. 相似文献
13.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
14.
Niina Junttila Marija Vauras Eero Laakkonen 《European Journal of Psychology of Education - EJPE》2007,22(1):41-61
A latent variable structural model was constructed to test the relations among mothers’ and fathers’ parenting self-efficacy
(PSE), their loneliness, and their child’s peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated
motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman
& Karraker, 2000) was applied to a sample of mothers (n=876) and fathers (n=696) to test the relevance of these parenting
task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship
between both mothers’ and fathers’ loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation
factors. Moreover, there was a modest relationship between parents’ PSE and their child’s social competence and consequently
between social competence and child’s loneliness. The relationship between PSE and child’s academic achievement were mediated
via child’s social competence. 相似文献
15.
Asiye Ivrendi 《Early Childhood Education Journal》2011,39(4):239-247
The present study examined predictive power of behavioral self-regulation, family and child characteristics on children’s
number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for
the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children
were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation,
family income, parents’ level of education, gender, and age related to and were predictive of scores on number sense. Results
of the study indicated that behavioral self-regulation, mothers’ education level, gender and age are significant predictors
of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers’ education level,
gender and age. Findings are discussed in terms of influential factors of number sense in early childhood. 相似文献
16.
The purpose of this study was to investigate young children’s perspectives related to their experiences in child care. Researchers
used individual interviews and drawings in an early childhood program in Denmark and one in the United States as the basis
for examining children’s perspectives on their everyday lives in child care. Observations documented the everyday cultural
practices for the children in the two child care centers and provided a foundation for interpreting the interviews and the
drawings. The information collected was analyzed to determine what aspects of child care young children like best and least,
as well as their thoughts on the adults and peers in their center. 相似文献
17.
The work in family child care is becoming increasingly more professional, moving from an image of ‘mothering’ toward one of
educare. The growing demand for expertise and competence in family child care providers can be examined in light of their
pedagogical experiences and the ways in which children engage in learning in providers’ homes. This article is based on a
phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience
with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five
dimensions of learning: children’s skills for learning, essential opportunities for learning, two forums for learning, socio-emotional
learning, and meaningful learning. The authors conclude with implications for further research. 相似文献
18.
The determinants of private tutoring participation and attendant expenditures in Korea 总被引：2，自引：0，他引：2
With the growing worldwide prevalence of private tutoring, the causes and effects of private tutoring have been drawing increasing
attention both academically and policy wise. This study intends to draw policy implications by investigating the determinants
of private tutoring participation of school-aged children and expenditures per child for such private tutoring. The logistic
regression (for participation), OLS, and F.E. panel models (for expenditures) were adopted for the analysis, using the Korean
panel data. The empirical findings indicate that private tutoring for children—both in terms of participation and expenditures—has
a positive correlation with the mother’s educational attainment (preference effect), a negative correlation with the mother’s
employment status (time constraint effect), and a positive correlation with the household income (income effect). 相似文献
19.
The ups and downs of child care: Variations in child care quality and exposure across the early years 总被引：1，自引：0，他引：1
There is considerable policy interest in understanding the role of child care in children’s development. Yet little research has examined whether individual children experience changes in child care quality across their early years, and less has included children’s varying levels of exposure to care in analyses of child care trajectories. Using data from the NICHD Study of Early Child Care, this study seeks to fill these gaps by studying the non-maternal care experiences of children whose mothers work at some point during their early years. We find that few of these children experience continuously high-quality care or continuously low-quality care. Instead, many children experience changes in child care quality. Children from low socioeconomic status families are more likely to experience low-quality care than children who are never poor, but children who are never poor are more likely to have child care histories that include both low- and high-quality care arrangements. We discuss the implications of our findings for studies of selection into low-quality child care arrangements and the effects of child care quality on children’s development. 相似文献
20.
Isabelle Roskam 《European Journal of Psychology of Education - EJPE》2005,20(2):139-153
The article presents the results of a data analysis intended to examine the relationship between children’s personality, maternal
beliefs and childrearing behaviour and various disabilities on the one hand (mildly, moderate or severe mental handicap, sensorial
handicap, developmental disabilities) and mothers’ educational level on the other.
Data were taken from 102 mothers of disabled children between the ages of three and six. The children came from the Walloon
Region of Belgium and were regularly counselled by an early intervention team (Services d’Aide Précoce — SAP). Variance analyses
were performed on questionnaire data from the total sample (n=102). The questionnaires were based on the Five Factor Model
of personality rating (Roskam, de Maere-Gaudissart, & Vandenplas-Holper, 2000), and on Sameroff’s levels of parental development
for the rating of maternal beliefs. Factorial correspondence analyses were also performed on maternal self-reported childrearing
behaviour as described in 50 interviews with mothers, analysed with a coding gird. 相似文献