Low-Income Central American Immigrant Mothers' Goals and Their Children's Classroom Competencies in Preschool

Autor/inn/en	Denmark, Nicole Marie; Harden, Brenda Jones; Gonzalez, Maritza
Titel	Low-Income Central American Immigrant Mothers' Goals and Their Children's Classroom Competencies in Preschool
Quelle	In: Early Education and Development, 25 (2014) 5, S.723-745 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.848501
Schlagwörter	Low Income; Mothers; Goal Orientation; Preschool Children; Immigrants; Hispanic Americans; Socialization; Child Behavior; Educational Environment; Prediction; Family Environment; Mother Attitudes; Child Development; Teacher Attitudes; Measures (Individuals); Multiple Regression Analysis; Maryland; Early Childhood Longitudinal Survey; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Niedriglohn; Mother; Mutter; Zielorientierung; Zielvorstellung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Socialisation; Sozialisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorhersage; Familienmilieu; Mutterliebe; Kindesentwicklung; Lehrerverhalten; Messdaten
Abstract	Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home-school continuity for children through mutual understanding of goals and values. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10