Social Class and Japanese Mothers' Support of Young Children's Education: A Qualitative Study

Autor/in	Yamamoto, Yoko
Titel	Social Class and Japanese Mothers' Support of Young Children's Education: A Qualitative Study
Quelle	In: Journal of Early Childhood Research, 13 (2015) 2, S.165-180 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X13482303
Schlagwörter	Social Class; Young Children; Mothers; Parent Participation; Early Childhood Education; Educational Experience; Longitudinal Studies; Qualitative Research; Beliefs; Middle Class; Working Class; Interviews; Home Visits; Parenting Styles; Child Development; School Readiness; Family Involvement; Parent Attitudes; Educational Attitudes; Study Habits; Childhood Interests; Self Efficacy; Supplementary Education; Recognition (Achievement); Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Frühe Kindheit; Mother; Mutter; Elternmitwirkung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Belief; Glaube; Mittelschicht; Arbeiterklasse; Interviewing; Interviewtechnik; Hausbesuch; Kindesentwicklung; Readiness for school; School ability; Schulreife; Elternverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Study behavior; Study behaviour; Studienverhalten; Self-efficacy; Selbstwirksamkeit; Ergänzungsunterricht; Soziale Anerkennung; Ausland
Abstract	The impact of social class backgrounds on young children's educational experiences has attracted increasing attention in early childhood research. However, few longitudinal studies related to social class and parental involvement in young children's education are available, especially in East Asian contexts. In this longitudinal qualitative study, I examined middle-class and working-class mothers' beliefs related to education and processes through which they support their children's education from preschool to second grade in Japan. Sixteen Japanese mothers were recruited from preschools and four in-depth interviews along with home visits were conducted over 3 years. Findings of this study demonstrated that both middle-class and working-class mothers hoped that their children would do well academically, but their beliefs related to parenting roles and development of the children's learning interest differed. Such distinctive maternal beliefs affected their ways of supporting their children's education in everyday contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01