Literaturnachweis - Detailanzeige
| Autor/inn/en | Cummings, Katrina P.; Hardin, Belinda J.; Meadan, Hedda |
|---|---|
| Titel | Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities |
| Quelle | In: Rural Special Education Quarterly, 36 (2017) 3, S.116-127 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870517717951 |
| Schlagwörter | Focus Groups; Parent Attitudes; Rural Areas; Infants; Toddlers; Disabilities; Developmental Delays; Cultural Influences; Parent Child Relationship; Interaction; Barriers; Early Intervention; Coding; Child Development; Parent Participation; Employment Level; Access to Health Care; Access to Education; Family Work Relationship; Housework; Neighborhoods; Safety; Child Care; Play; Marital Satisfaction; Social Support Groups; Fathers; Mothers; Access to Information; North Carolina Elternverhalten; Rural area; Ländlicher Raum; Infant; Toddler; Toddlers; Kleinkind; Infants; Handicap; Behinderung; Entwicklungsverzögerung; Cultural influence; Kultureinfluss; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Codierung; Programmierung; Kindesentwicklung; Elternmitwirkung; Beschäftigungsgrad; Education; Access; Bildung; Zugang; Bildungszugang; Hausarbeit; Neighbourhoods; Nachbarschaft; Sicherheit; Kinderfürsorge; Kinderbetreuung; Spiel; Social support; Soziale Unterstützung; Mother; Mutter |
| Abstract | Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with disabilities or delays. Parents perceived ecocultural features as having either a positive influence or no influence on their engagement. They also reported actively making accommodations to interrupt potential barriers to engagement. Results highlight the adaptive capacities of families in rural communities and delineate community resources that might contribute to sustainable intervention practices. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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