Maternal Involvement in Preschool Children's Education in Japan: Relation to Parenting Beliefs and Socioeconomic Status

Autor/inn/en	Yamamoto, Yoko; Holloway, Susan D.; Suzuki, Sawako
Titel	Maternal Involvement in Preschool Children's Education in Japan: Relation to Parenting Beliefs and Socioeconomic Status
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 3, S.332-346 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.07.008
Schlagwörter	Foreign Countries; Mothers; Parent Participation; Preschool Children; Child Rearing; Reading Strategies; Mother Attitudes; Socioeconomic Status; Comparative Analysis; Interviews; Questionnaires; Self Efficacy; Parent Role; School Choice; Cultural Influences; Correlation; Japan + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindererziehung; Reading strategy; Leselernstufe; Lesetechnik; Mutterliebe; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Fragebogen; Self-efficacy; Selbstwirksamkeit; Parental role; Elternrolle; Choice of school; Schulwahl; Cultural influence; Kultureinfluss; Korrelation
Abstract	Studies conducted in the US consistently demonstrate that parenting self-efficacy and construction of the parent role are critical elements associated with parents' involvement in their children's elementary school education. Less is known about the dynamics of parent involvement during the preschool period, or in nations outside the US. This study examined the relation of maternal beliefs and family SES to three dimensions of parent involvement in Japan: preschool selection strategies, engagement in reading at home, and involvement in activities at the preschool. Interview and questionnaire data were obtained from 108 Japanese mothers, all of whom had a child in the last year of preschool. Consistent with theory and findings in the US, parenting self-efficacy and family role construction were associated with Japanese mothers' strategies for selecting preschools and frequency of engaging in home reading. Findings regarding family SES demonstrated a culturally specific pattern; mothers of higher SES background were more likely to access formal sources of information and to engage in daily home reading but less likely to participate at the school site. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10