Building on the Hopes and Dreams of Latino Families with Young Children: Findings from Family Member Focus Groups

Autor/inn/en	Gregg, Katy; Rugg, Mary; Stoneman, Zolinda
Titel	Building on the Hopes and Dreams of Latino Families with Young Children: Findings from Family Member Focus Groups
Quelle	In: Early Childhood Education Journal, 40 (2012) 2, S.87-96 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0498-1
Schlagwörter	Focus Groups; Disadvantaged Youth; Parent Participation; Parent School Relationship; Hispanic Americans; Family (Sociological Unit); Family Relationship; Active Learning; Inquiry; Federal Programs; Early Childhood Education; Preschool Children; Low Income; School Readiness; Early Intervention; Holistic Approach + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hispanic; Hispanoamerikaner; Familie; Aktives Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Readiness for school; School ability; Schulreife; Holistischer Ansatz
Abstract	In the past, Latino families were often regarded as being uninvolved in their child's education, particularly within the parent involvement literature. More recently, authors are encouraging educational professionals to look at a family's "funds of knowledge" to encourage their involvement. This expression takes into account the knowledge a teacher can gain from a family and child, including awareness of culture, familial background, and other contributions the family can add to the child's education. This article reviews findings from the analyses of focus groups conducted with Latino family members who have a child(ren) enrolled at a Head Start Center. Findings indicate that Latino families openly communicated strengths, interests, aspirations and learning opportunities for their child and family yet often faced barriers in conveying these to teachers and other staff in their child's life. Implications for using inquiry-based approaches to bridge this gap in family-school communication are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10