Literaturnachweis - Detailanzeige
Autor/inn/en | James, Jimalee L.; Martin, Barbara N. |
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Titel | A Comparison of the Parent-Child Interactions between Russian Immigrant and Non-Immigrant Families in a Rural Setting in Missouri |
Quelle | In: Rural Educator, 30 (2009) 2, S.11-19 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0273-446X |
Schlagwörter | Immersion Programs; Disadvantaged Youth; Kindergarten; Literacy Education; Early Childhood Education; Russian; Immigrants; Rural Education; Parent Child Relationship; Comparative Analysis; Rural Areas; Questionnaires; Child Development; Cultural Awareness; Preschool Education; English (Second Language); Second Language Learning; Missouri Immersionsprogramm; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Russisch; Immigrant; Immigrantin; Immigranten; Ländliche Erwachsenenbildung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rural area; Ländlicher Raum; Fragebogen; Kindesentwicklung; Cultural identity; Kulturelle Identität; Pre-school education; Vorschulerziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb |
Abstract | The purpose of this study was to compare the parent/child interactions between Russian immigrant and non-immigrant families in a rural Missouri school setting. A questionnaire was administered to 30 American families and 30 Russian immigrant families. Data concerning developmental level upon kindergarten entry were gathered from kindergarten screening protocols. Findings revealed that there were significance differences between the two sets of parents for the twelve literacy activities. Also significant differences were found regarding developmental levels between children who received Head Start as compared to those who attended preschool. Implications for early childhood literacy programs and the development of preschool language immersion programs within rural settings are significant. Also implications regarding understanding other ethnicities and cultures by rural educators are important. (Contains 6 tables.) (As Provided). |
Anmerkungen | National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator@ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |