Maternal Teaching during Play with Four-Year-Olds: Variation by Ethnicity and Family Resources

Autor/inn/en	Tamis-LeMonda, Catherine S.; Sze, Irene Nga-Lam; Ng, Florrie Fei-Yin; Kahana-Kalman, Ronit; Yoshikawa, Hirokazu
Titel	Maternal Teaching during Play with Four-Year-Olds: Variation by Ethnicity and Family Resources
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 59 (2013) 3, S.361-398, Artikel 5 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
DOI	10.1353/mpq.2013.0016
Schlagwörter	Mothers; Ethnicity; Parents as Teachers; Parent Child Relationship; Observation; Low Income; African Americans; Chinese Americans; Immigrants; Feedback (Response); Mexican Americans; Latin Americans; Literacy; Mathematical Concepts; Alphabets; Spelling; Color; Human Body; Preschool Children; English (Second Language); Second Language Learning; Language Usage; Skill Development; School Readiness; Socioeconomic Status; Acculturation; Comparative Analysis; Affective Behavior; Video Technology; Databases + Suchen Sie Ihr Suchwort? Mother; Mutter; Ethnizität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Beobachtung; Niedriglohn; Afroamerikaner; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Latin America; People; Lateinamerika; Bevölkerung; Volk; Alphabetisierung; Schreib- und Lesefähigkeit; Buchstabenschrift; Schreibweise; Colour; Farbbezeichnung; Farbe; Menschlicher Körper; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Kompetenzentwicklung; Qualifikationsentwicklung; Readiness for school; School ability; Schulreife; Socio-economic status; Sozioökonomischer Status; Akkulturation; Affective disturbance; Active behaviour; Affektive Störung; Datenbank
Abstract	Mothers' spontaneous teaching of their 4-year-olds was observed during block play in 230 dyads from low-income African American, Mexican, Dominican, and Chinese backgrounds. Blocks contained graphics that could be used to teach concepts in literacy, math, construction, or body/color. Coders noted how often mothers taught each of the concepts, and whether they taught at basic ("This is an "A"") or advanced ("C-a-t spells cat") levels. Additionally, mothers' negative and positive affect and feedback were coded. Ethnic differences were seen in the concepts that mothers taught, the levels of their teaching, and the amount and valence of mothers' feedback and affect towards their children. Within immigrant families, English-language use was positively associated with amount of teaching, engagement in advanced teaching, and feedback to children. The sociodemographic characteristics of families shape parents' structuring of learning opportunities for children and in turn influence children's developing skills and school readiness. (Contains 3 tables, 2 figures, and 1 footnote.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10