Puerto Rican Children's Informal Education at Home. Final Report.

Autor/in	Jacob, Evelyn
Institution	Center for Applied Linguistics, Washington, DC.
Titel	Puerto Rican Children's Informal Education at Home. Final Report.
Quelle	(1982), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Caregivers; Childrens Games; Comparative Analysis; Developed Nations; Developing Nations; Ethnography; Experiential Learning; Family Environment; Informal Education; Learning Activities; Learning Readiness; Literacy; Nonformal Education; Parent Attitudes; Preschool Education; Puerto Ricans; Skill Development; Socialization; Young Children; Puerto Rico + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Ethnografie; Experiental learning; Erfahrungsorientiertes Lernen; Familienmilieu; Informelle Bildung; Nichtformale Bildung; Lernaktivität; Lernbereitschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Non-formal education; Non formal education; Elternverhalten; Pre-school education; Vorschulerziehung; Puerto Rican; Puerto-Ricaner; Kompetenzentwicklung; Qualifikationsentwicklung; Socialisation; Sozialisation; Frühe Kindheit
Abstract	Observations of children's daily activities and interviews with the children's caretakers provided information on preschool children's informal home education in Utuado, Puerto Rico. Three kinds of skills were examined: literacy, chores, and rule-bound games. The unit of analysis was the "Potential Learning Activity" (PLA), a behavior/sequence of behaviors that can result in learning on a specific topic. PLAs were identified as involving observation, imitation, or performance. Literacy PLAs (reading, writing, counting, and preliteracy) were the most frequent skills observed, and games were the least frequent. Activities involved performance more often than observation and imitation. About half of the literacy and the chore PLAs were done alone, while all game PLAs were done with others. Children initiated performance and participation in literacy and game PLAs more than in chore PLAs. The PLA interactions involved the initiation-reply-evaluation sequence of formal education, but unlike formal instructor-initiated education processes, PLA interactions were responses to children's behavior and speech and dealt more with process than with facts. In urban Utuado, children's informal education, like that in unindustrialized countries, emphasizes participatory learning and learner-initiated learning opportunities, but places less emphasis on observation, imitation, and demonstration as learning methods. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC