How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education

Autor/inn/en	Zellman, Gail L.; Perlman, Michal; Karam, Rita
Titel	How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education
Quelle	In: International Journal of Early Years Education, 22 (2014) 2, S.197-209 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.909307
Schlagwörter	Foreign Countries; Mothers; Fathers; Parent Attitudes; Parent Role; Focus Groups; Young Children; Child Development; Parents as Teachers; Cognitive Development; Gender Differences; Socioeconomic Status; Child Rearing; Environmental Influences; Family Influence; Preschool Education; Morocco + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Elternverhalten; Parental role; Elternrolle; Frühe Kindheit; Kindesentwicklung; Kognitive Entwicklung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Kindererziehung; Environmental influence; Umwelteinfluss; Pre-school education; Vorschulerziehung; Marokko
Abstract	Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught "how" to promote their children's early cognitive development without undermining their nurturing roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10