A Comparison of the Parent-Child Interactions between Russian Immigrant and Non-Immigrant Families in a Rural Setting in Missouri

Autor/inn/en	James, Jimalee L.; Martin, Barbara N.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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