Coming Home to Preschool: The Sociocultural Context of Early Education. Advances in Applied Developmental Psychology, Volume 7.

Sonst. Personen	Roberts, Richard N. (Hrsg.)
Titel	Coming Home to Preschool: The Sociocultural Context of Early Education. Advances in Applied Developmental Psychology, Volume 7.
Quelle	(1993), (306 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0748-8572
ISBN	0-8991-875-X
Schlagwörter	Child Development; Child Rearing; Context Effect; Cultural Context; Cultural Exchange; Early Childhood Education; Early Intervention; Educational Environment; Family Environment; Interpersonal Relationship; Language Acquisition; Literacy; Mothers; Parent Child Relationship; Parent Role; Peer Influence; Perception; Social Development; Sociocultural Patterns; Test Wiseness; Hawaii + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kindererziehung; Kulturaustausch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Wahrnehmung; Soziale Entwicklung; Soziokulturelle Theorie
Abstract	This collection of articles describes an interdisciplinary cooperative effort in the context of PREP (Prekindergarten Education Program) intervention. The PREP began with the intention of developing a culturally competent education system for Hawaiian children and their families. An introductory chapter "Applied Research and Program Development: Orthogonal or Complimentary Behavior?" (Richard N. Roberts) and introductory remarks by Irving E. Sigel are followed by sections on: (1) the social, and (2) the educational contexts of development in the home. The 11 chapaters in these two sections are: "Growing Up Hawaiian: Autonomy and Solidarity in a Generational System of Interaction" (John J. D'Amato and Kristina Inn); "Kin and Calabash: The Social Networks of Preschool Part-Hawaiian Children" (Dale C. Farran, Jayanthi Mistry, Michelle Ai-Chang, and Hannah Herman); "Unpackaging Cultural Effects on Classroom Learning: Hawaiian Peer Assistance and Child-Generated Activity" (Thomas S. Weisner, Ronald Gallimore, and Cathie Jordan); "Development of the Home-Learning Environment Profile" (Robert W. Heath, Paula F. Levin, and Katherine A. Tibbetts); "Mother-Child Interactions and the Development of Verbal and Perceptual Skills in Part-Hawaiian Preschool Children" (Dale C. Farran and Thomas Darvill); "Quality and Quantity of Maternal-Child Interaction" (Richard N. Roberts and Margaret L. Barnes); "The Relationship Between Talking at Home and Test Taking at School: A Study of Hawaiian Preschool Children" (Mary Martini and Jayanthi Mistry); "The Social Context of Early Literacy in Hawaiian Homes" (Paula F. Levin, Mary E. Brenner, and J. Mahealani McClellan); "Preschool Activities as Occasions for Literate Discourse" (Jayanthi Mistry and Mary Martini); "The Comprehension Reading Lesson as a Setting for Language Apprenticeship" (Gisela E. Speidel); and "The Family, the School, and the Interface" (Richard N. Roberts). (AA)
Anmerkungen	Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC