Un dia en la vida: The Everyday Activities of Young Children from Central American Immigrant Families

Autor/inn/en	Denmark, Nicole; Jones Harden, Brenda
Titel	Un dia en la vida: The Everyday Activities of Young Children from Central American Immigrant Families
Quelle	In: Early Child Development and Care, 182 (2012) 11, S.1523-1543 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.630073
Schlagwörter	Immigrants; Hispanic Americans; Preschool Children; Parent Participation; Parent School Relationship; Emergent Literacy; Child Development; Interviews; Mothers; Parent Attitudes; Religion; Play; Housework; Television Viewing; Class Activities + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Frühleseunterricht; Kindesentwicklung; Interviewing; Interviewtechnik; Mother; Mutter; Elternverhalten; Spiel; Hausarbeit; Fernsehkonsum
Abstract	The aim of this article was to explore the everyday activities of young children from low-income Central American (CA) immigrant families. From the perspective that everyday activities propel children's development of culturally and contextually valued behaviours and skills, 48 mothers were interviewed regarding the activities that are available to their children. Activities common to all children included personal care, mealtimes, play, and television watching. Large subsets of children were also involved in pre-academics, household chores, and conversations with adults. Special weekend activities included "going out", visiting friends/family, and religious activity. The possible implications of these activities for CA preschoolers' development and for their transitions from the home to the school setting are discussed. The article concludes with suggestions for ways that educators can embed these everyday activities into classroom curricula and parent involvement programmes in order to capitalise on the strengths of CA children and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10