Voices of the Minority: Japanese Immigrant Mothers' Perceptions of Preschools in the United States

Autor/in	Winterbottom, Christian
Titel	Voices of the Minority: Japanese Immigrant Mothers' Perceptions of Preschools in the United States
Quelle	In: Early Childhood Education Journal, 41 (2013) 3, S.219-225 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0542-9
Schlagwörter	Immigrants; Children; Preschool Teachers; Semi Structured Interviews; Mothers; Japanese Americans; Preschool Education; Mother Attitudes; Communication Strategies; Interpersonal Relationship; Educational Attitudes + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Child; Kind; Kinder; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mother; Mutter; Mutterliebe; Kommunikationsstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10