School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents

Autor/inn/en	Simons, Cassandra; Sonnenschein, Susan; Sawyer, Brook; Kong, Peggy; Brock, Amber
Titel	School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents
Quelle	In: Early Education and Development, 33 (2022) 2, S.268-289 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simons, Cassandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1930747
Schlagwörter	School Readiness; Parent Attitudes; Immigrants; Foreign Countries; Preschool Children; Skill Development; Interpersonal Competence; Language Skills; Parent Influence; Parent Participation; Mathematics Skills; Daily Living Skills; Dominican Republic; El Salvador; Pennsylvania; Maryland + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Elternverhalten; Immigrant; Immigrantin; Immigranten; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Elternmitwirkung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alltagsfertigkeit; Dominikanische Republik
Abstract	Parents are children's first teachers, and it is critical that they understand what children need to be successful in school. This study examined the school readiness beliefs of 43 Latinx immigrant parents from the Dominican Republic and El Salvador. Parents participated in semi-structured interviews regarding which skills their children should have before starting kindergarten, how they perceived their role in helping children acquire these skills, and how they learned which skills were necessary for success. Research Findings: Social and language skills were the most commonly identified school readiness skills. Approximately half of the parents mentioned math and general knowledge. Less than a third of the parents named self-care skills, motor development, and interest or motivation. Almost all parents in this study described taking an active role in fostering their children's school readiness skills. Parents typically described getting information through informal channels: either from friends and family or through experiences with older children. Only a few parents mentioned getting information from schools regarding the skills needed for kindergarten. Practice/Policy: Schools and policymakers should explore ways to provide parents with information about school readiness before children reach the age of five. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01