Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

Autor/inn/en	Barbarin, Oscar A.; Early, Diane; Clifford, Richard; Bryant, Donna; Frome, Pamela; Burchinal, Margaret; Howes, Carollee; Pianta, Robert
Titel	Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills
Quelle	In: Early Education and Development, 19 (2008) 5, S.671-701 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Ethnicity; Reading Readiness; Socioeconomic Status; Parent Attitudes; School Readiness; Preschool Children; Socioeconomic Influences; Reading Skills; Thinking Skills; Inferences; Racial Differences; Cognitive Processes; Parent Influence; Whites; African Americans; Hispanic Americans; Educational Attainment; Employment Level; Marital Status; Mothers; California; Georgia; Illinois; New York; Ohio + Suchen Sie Ihr Suchwort? Ethnizität; Reading rate; Reading speed; Lesegeschwindigkeit; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozioökonomischer Faktor; Reading skill; Lesefertigkeit; Denkfähigkeit; Inference; Inferenz; Rassenunterschied; Cognitive process; Kognitiver Prozess; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familienstand; Mother; Mutter; Kalifornien
Abstract	Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed. (Contains 4 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10