Mothers' School-Related Identities and Possible Selves for Their Children

Autor/inn/en	Miller, Kyle; Dilworth-Bart, Janean
Titel	Mothers' School-Related Identities and Possible Selves for Their Children
Quelle	In: Early Child Development and Care, 184 (2014) 3, S.323-339 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.792257
Schlagwörter	Mothers; Identification; Parent Child Relationship; Preschool Children; Fear; Expectation; Memory; Educational Experience; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mother; Mutter; Identifikation; Identifizierung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Furcht; Expectancy; Erwartung; Gedächtnis; Bildungserfahrung; Qualitative Forschung
Abstract	In this study, we explored how mothers' school-related identities influence their current expectations of school identities for their children using a possible selves framework. Forty-seven mothers of preschool-aged children participated in semi-structured interviews about their school-related histories and children's school preparation. A thematic analysis revealed two main themes: the feared self and the desired self. The feared self included maternal fears that their children would be an alternative learner, dropout or social outcast. The desired self included hopeful expectations that their children would become an honour roll or well-rounded student. This study suggests that mothers' recalled identities guide their expectations for the children's school identities as well as activities aimed at preparing children for the school setting. Implications for early childhood professionals and family outreach personnel are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10