Mathematics and Vocabulary Development in Chinese American and European American Children over the Primary School Years.

Autor/inn/en	Huntsinger, Carol S.; Larson, Shari L.; Krieg, Dana Balsink
Titel	Mathematics and Vocabulary Development in Chinese American and European American Children over the Primary School Years.
Quelle	(1998), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Chinese Americans; Early Childhood Education; Ethnic Groups; Family Characteristics; Kindergarten; Kindergarten Children; Longitudinal Studies; Mathematics Achievement; Preschool Children; Racial Differences; Tables (Data); Teaching Methods; Vocabulary Development; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rassenunterschied; Tabelle; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	Chinese American children's academic performance in the United States has been noteworthy. This longitudinal study investigated sociocultural and family factors that contribute to children's academic achievement in the preschool and primary years. Samples of 40 European American (20 girls, 20 boys) and 40 second-generation Chinese American (20 girls, 20 boys) preschool and kindergarten children (mean age = 5.7 years) and their mothers, fathers, and teachers participated in 3 data collections (1993, 1995, and 1997). Chinese American children performed significantly higher in mathematics at all three times. European American children outscored the Chinese American children in receptive English vocabulary at Times 1 and 2, but the Chinese American children surpassed the European American children at Time 3. Chinese American parents structured their child's time to a greater degree and taught their children in more formal ways. Regressions showed that parents' work-oriented methods at Time 1 were the best predictor of children's mathematics performance at Time 3. These results challenge the predominant early childhood education philosophy in the United States, which recommends informal teaching methods for young children. (Contains 2 figures, 9 tables, and 22 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC