A Comparison of European American and Puerto Rican Parents' Goals and Expectations about the Socialization and Education of Pre-School Children

Autor/inn/en	Achhpal, Beena; Goldman, Jane A.; Rohner, Ronald P.
Titel	A Comparison of European American and Puerto Rican Parents' Goals and Expectations about the Socialization and Education of Pre-School Children
Quelle	In: International Journal of Early Years Education, 15 (2007) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Disadvantaged Youth; Socialization; School Readiness; Reading Readiness; Puerto Ricans; Educational Experience; Preschool Children; Comparative Analysis; Interviews; Parent Attitudes; Skill Development + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Socialisation; Sozialisation; Readiness for school; School ability; Schulreife; Reading rate; Reading speed; Lesegeschwindigkeit; Puerto Rican; Puerto-Ricaner; Bildungserfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Elternverhalten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This article identifies similarities and differences between Head Start parents of European American and Puerto Rican backgrounds regarding their socialization goals and expectations concerning the early educational experiences of their pre-school children. Semi-structured interviews were conducted with 60 parents (30 European American and 30 Puerto Rican) in their homes. The results show that both groups of parents valued pro-social skills, school readiness skills, and skills related to good behaviour. Both sets of parents considered creative and physical skills to be least important. However, differences between groups were found regarding the relative importance of skills in the different developmental domains. The findings suggest that to maximize the effects of early childhood programmes and interventions it is important that educators and policy makers recognize and respond to differences in parents' goals and expectations. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10