Native Mexican Parents' Beliefs about Children's Literacy and Language Development: A Mixed-Methods Study

Autor/inn/en	Gonzalez, Jorge E.; Bengochea, Alain; Justice, Laura; Yeomans-Maldonado, Gloria; McCormick, Anita
Titel	Native Mexican Parents' Beliefs about Children's Literacy and Language Development: A Mixed-Methods Study
Quelle	In: Early Education and Development, 30 (2019) 2, S.259-279 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1542889
Schlagwörter	Foreign Countries; Parent Attitudes; Preschool Children; Emergent Literacy; Language Acquisition; Socioeconomic Status; Parent Role; Expectation; Family Influence; Educational Environment; Immigrants; Mexicans; Child Rearing; Mothers; Educational Objectives; Access to Information; Private Schools; Public Schools; Social Development; Emotional Development; Educational Resources; Learning Activities; Community Resources; Mexico + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Sprachaneignung; Spracherwerb; Socio-economic status; Sozioökonomischer Status; Parental role; Elternrolle; Expectancy; Erwartung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Immigrant; Immigrantin; Immigranten; Mexikaner; Kindererziehung; Mother; Mutter; Educational objective; Bildungsziel; Erziehungsziel; Private school; Privatschule; Public school; Öffentliche Schule; Soziale Entwicklung; Gefühlsbildung; Bildungsmittel; Lernaktivität; Mexiko
Abstract	Research Findings: This study examined Mexican caretaker roles, beliefs, and practices around their child's language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children's oral and written language, (c) Caretaker's perceived role in children's language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children's education both socioemotionally and through engagement in literacy routines--evidence of duality in the "educacíón" value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy: Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01