Examination of Chinese Immigrant Parents' Beliefs about Children's Social Development through Play: A Mixed Methods Explanatory Sequential Study

Autor/inn/en	Hyun, Sunah; McWayne, Christine M.; Guetterman, Timothy C.
Titel	Examination of Chinese Immigrant Parents' Beliefs about Children's Social Development through Play: A Mixed Methods Explanatory Sequential Study
Quelle	In: Developmental Psychology, 58 (2022) 2, S.325-338 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hyun, Sunah) ORCID (Guetterman, Timothy C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001292
Schlagwörter	Immigrants; Asians; Parents; Parent Attitudes; Social Development; Play; Preschool Children; Beliefs; Chinese Americans; Acculturation; Biculturalism + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Asian; Asiat; Asiatin; Asiaten; Asiate; Eltern; Elternverhalten; Soziale Entwicklung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Akkulturation; Bikulturalität
Abstract	Currently, despite the rapid growth of the population of Chinese immigrant families and children in the United States, preschool-aged Chinese-heritage children are an underrepresented group in research. The overarching purpose of this project was to provide a deeper understanding of Head Start Chinese immigrant parents' beliefs about children's social-emotional development, the value of play during the preschool period, and the potential role of cultural orientation. The study followed the steps of a mixed methods explanatory sequential design. First, using quantitative data collected from 213 primary caregivers, the study employed a person-centered lens to explore profiles of parents' cultural orientations and beliefs about play and academics in preschool to better understand the association of these profiles to children's social competencies. Next, 34 primary caregivers from the quantitative study participated in in-depth, focus group discussions to further explore parents' perceptions of children's social behaviors, cultural adjustment experiences, and their perceptions about U.S. preschools. Four reliable profiles were resolved quantitatively and showed within-group variations in patterns of Chinese immigrant parents' beliefs and cultural orientations that related differentially to children's social-emotional competencies as evidenced within peer play at home. Qualitative findings corroborated and elaborated the quantitative findings. These results underscored the importance of engaging with Chinese immigrant parents to inform research and program practices. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11