Learning How to Learn: Parental Ethnotheories and Young Children's Preparation for School

Autor/in	Brooker, Liz
Titel	Learning How to Learn: Parental Ethnotheories and Young Children's Preparation for School
Quelle	In: International Journal of Early Years Education, 11 (2003) 2, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Foreign Countries; Learning Strategies; Ethnography; Educational Experience; Disadvantaged Youth; Academic Achievement; Preschool Children; Teaching Methods; Cultural Differences; Whites; Minority Group Children; Immigrants; Observation; School Readiness; Family Influence; Child Rearing; Parent Influence; Research Methodology; Intelligence; Parent Attitudes; Bangladesh; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ethnografie; Bildungserfahrung; Benachteiligter Jugendlicher; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; White; Weißer; Immigrant; Immigrantin; Immigranten; Beobachtung; Readiness for school; School ability; Schulreife; Kindererziehung; Research method; Forschungsmethode; Intelligenz; Klugheit; Elternverhalten; Bangladesch
Abstract	This paper discusses one aspect of the findings from an ethnographic study of the ways in which four-year-old children learn, and are taught, at home and in their Reception class. The children were from two distinctive cultural backgrounds within the same urban neighbourhood: one-half belonged to UK ("Anglo") families, and one-half to families from Bangladesh. They were observed and assessed throughout their first school year, and additional data were collected from interviews with parents, practitioners and the children themselves. Analysis of the data suggested that one way of understanding the variation in the children's experiences was through the ethnotheories, or cultural belief systems, of their home communities--such as their parents' concepts of childhood, and their theories of intelligence and instruction. The paper argues that such differences in children's home preparation have consequences for their school experience, and carry implications for their school providers. The study of parental ethnotheories, therefore, may help to explain, and alleviate, the differences in school achievement of children from diverse backgrounds. However, accessing respondents' personal theories presents both ethical and methodological problems, particularly when the researcher is working with socially disadvantaged groups. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10