Family Functioning and Early Learning Practices in Immigrant Homes

Autor/inn/en	Jung, Sunyoung; Fuller, Bruce; Galindo, Claudia
Titel	Family Functioning and Early Learning Practices in Immigrant Homes
Quelle	In: Child Development, 83 (2012) 5, S.1510-1526 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01788.x
Schlagwörter	Immigrants; Parent Child Relationship; Depression (Psychology); Migration; Poverty; Mothers; Child Development; Risk; Social Development; Emotional Development; Social Support Groups; Hispanic Americans; Whites; Social Differences; Conflict; Marriage; Social Class; Asian Americans; Ethnicity; Cultural Background; Child Rearing; Infants; Toddlers; Young Children; Learning Activities; Family Environment; Story Reading + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Armut; Mother; Mutter; Kindesentwicklung; Risiko; Soziale Entwicklung; Gefühlsbildung; Social support; Soziale Unterstützung; Hispanic; Hispanoamerikaner; White; Weißer; Sozialer Unterschied; Konflikt; Ehe; Social classes; Soziale Klasse; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnizität; Kindererziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Lernaktivität; Familienmilieu
Abstract	Poverty-related developmental-risk theories dominate accounts of uneven levels of household functioning and effects on children. But immigrant parents may sustain norms and practices--stemming from heritage culture, selective migration, and social support--that buffer economic exigencies. "Comparable" levels of social-emotional functioning in homes of foreign-born Latino mothers were observed relative to native-born Whites, despite sharp social-class disparities, but learning activities were much "weaker", drawing on a national sample of mothers with children aging from 9 to 48 months (n = 5,300). Asian-heritage mothers reported "weaker" social functioning--greater martial conflict and depression--yet "stronger" learning practices. Mothers' migration history, ethnicity, and social support helped to explain levels of functioning, after taking into account multiple indicators of class and poverty. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10