An Investigation of the Perspectives of Low-Income Latina Mothers with Preschoolers Transitioning to Kindergarten

Autor/inn/en	Coba-Rodriguez, Sarai; Jarrett, Robin L.
Titel	An Investigation of the Perspectives of Low-Income Latina Mothers with Preschoolers Transitioning to Kindergarten
Quelle	In: Journal of Early Childhood Literacy, 22 (2022) 1, S.31-65 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coba-Rodriguez, Sarai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798420901822
Schlagwörter	Hispanic Americans; Mothers; Preschool Children; Low Income Groups; Kindergarten; Emergent Literacy; At Risk Students; School Readiness; Disadvantaged Youth; Preschool Education; Family Environment; Family Role; Parents as Teachers; Fathers; Siblings; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Familienmilieu; Sibling; Geschwister
Abstract	Research in the United States (U.S.) documents that young Latino children whose families are characterized by demographic risk factors disproportionately lack the early literacy skills needed to successfully transition to kindergarten. Quantitative studies using comparative samples have found lower quality home learning environments and lower scores on a child outcome assessments among Latino children compared to their Black and White peers. A small body of qualitative, non-comparative studies that focus on Latino families in their own right provides descriptive accounts of the positive ways that Latina mothers and other family members promote child literacy development, despite being characterized by demographic risk factors. However, the social address variables utilized in quantitative studies limit our understanding of the family processes affecting child literacy development, and most qualitative studies focus on older, school-aged children with very few studies focusing on the early transitional period before kindergarten, especially for Latinos. Addressing current gaps in the literature on preschool-aged children, we conducted in-depth qualitative interviews and photo-elicitation interviews with 17 low-income Latina mothers of Head Start preschoolers in a northern Chicago suburb in the U.S. Privileging mothers' voices and experiences, we explored their in-home emergent literacy practices and the role of other family members in promoting children's literacy development. Informed by a family resilience framework, we accessed intimate family worlds that reveal highly engaged and resilient parents. Specifically, we identified numerous child literacy skills that families supported through an array of family instructional practices and tools. We further identified the role of various available family members, particularly fathers and siblings. These findings add to substantive discussions of emergent literacy, resilience and familismo. Insights from the qualitative interviews lead to recommendations for how early childhood educators can capitalize on families' funds of knowledge, and view them as valued collaborators. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01