Becoming Good Human Beings: Low-Income Mothers' Dreams for Children and Their Insight into Children's Needs

Autor/inn/en	Mohr, Jennifer; Zygmunt, Eva; Clark, Patricia
Titel	Becoming Good Human Beings: Low-Income Mothers' Dreams for Children and Their Insight into Children's Needs
Quelle	In: Early Childhood Research & Practice, 14 (2012) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Child Development; Early Childhood Education; Low Income Groups; Expectation; Child Rearing; Parent Aspiration; Parent Attitudes; Case Studies; At Risk Students; Interviews; Observation; Content Analysis; Mothers; Childhood Needs; Needs Assessment; Citizenship; Moral Development; Freedom; Economically Disadvantaged + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Expectancy; Erwartung; Kindererziehung; Elternwille; Elternverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Mother; Mutter; Childhood; needs; Kindheit; Bedürfnis; Bedarfsermittlung; Staatsbürgerschaft; Moralische Entwicklung; Freiheit
Abstract	A case study approach was employed to investigate low-income families' aspirations for their children and their understandings of their children's developmental needs. Participants were four women whose children or grandchildren were enrolled in an urban early childhood program and were considered "at risk." Qualitative methods including interviews, observations, and analysis of artifacts were used. Results indicated that the participants' aspirations for their children included going to college, as has been shown in other studies to be characteristic of middle-class families. Results also suggested that the participants were insightful about child development, young children's learning, and the needs of young children. Analysis indicated that participants understood the importance of a shared role between families and teachers in their children's development, and they wanted to work with their children's teachers in that manner. The participants expected early childhood programs to not only prepare young children for school but to prepare them to negotiate successfully social interactions with both children and adults. Implications for teachers, administrators, and teacher education programs are discussed. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10