Perceptions and Practices of Stimulating Children's Cognitive Development among Moroccan Immigrant Mothers

Autor/inn/en	el Moussaoui, Nabila; Braster, Sjaak
Titel	Perceptions and Practices of Stimulating Children's Cognitive Development among Moroccan Immigrant Mothers
Quelle	In: Journal of Child and Family Studies, 20 (2011) 3, S.370-383 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-010-9401-8
Schlagwörter	Semitic Languages; Mothers; Academic Achievement; Young Children; Foreign Countries; Social Values; Immigrants; Moral Development; Cognitive Development; Stimulation; Mother Attitudes; Illiteracy; Educational Attainment; Religion; Play; Reading Aloud to Others; Parent Child Relationship; Self Concept; Cultural Background; Ethnicity; Morocco; Netherlands + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Mother; Mutter; Schulleistung; Frühe Kindheit; Ausland; Sozialer Wert; Immigrant; Immigrantin; Immigranten; Moralische Entwicklung; Kognitive Entwicklung; Mutterliebe; Analphabetismus; Bildungsabschluss; Bildungsgut; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstkonzept; Ethnizität; Marokko; Niederlande
Abstract	We explored the perceptions of children's cognitive development among Moroccan Arabic and Berber immigrant mothers who cannot read, who are less educated, middle educated or highly educated in the Netherlands. A series of in-depth interviews was conducted with 22 mothers with young children (mean age = 5 years and 6 months). Qualitative data analyses revealed five major themes that are of significant importance to these mothers: moral attitudes, social values and religiousness; conversation, reading and playing as stimulating activities; importance attached to education; parental expectations; attributions of school success. The parental perceptions about the cognitive development of young children differed according to their own educational level. Mothers who cannot read and mothers with less education emphasized the development of moral, social and religious values for strengthening the cultural identity of their children. This sense of identity would enable them to function within their own cultural group and help them to perform well at school. School success was attributed in large part to a combination of the efforts of the child and the school. Middle and highly educated mothers, on the other hand, valued scholastic development and attributed school success to their own efforts and to the kind of support the child received. The ethnic background of the parents, whether Arabic or Berber, did not make a difference in the perceptions. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10