Learning at Home: What Preschool Children's Parents Do and What They Want to Learn from Their Children's Teachers

Autor/inn/en	Sonnenschein, Susan; Stites, Michele; Dowling, Rebecca
Titel	Learning at Home: What Preschool Children's Parents Do and What They Want to Learn from Their Children's Teachers
Quelle	In: Journal of Early Childhood Research, 19 (2021) 3, S.309-322 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stites, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20971321
Schlagwörter	Parent Attitudes; Preschool Children; Parent Child Relationship; Parents as Teachers; Family Environment; Learner Engagement; Self Efficacy; Parent Teacher Cooperation; Parent Surveys; Mathematics Skills; Reading Skills; Preschool Teachers; Academic Achievement; Learning Activities; Student Attitudes; Teacher Role; Socialization; Parent Background; Educational Attainment + Suchen Sie Ihr Suchwort? Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Self-efficacy; Selbstwirksamkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Erzieher; Erzieherin; Kindergärtnerin; Schulleistung; Lernaktivität; Schülerverhalten; Lehrerrolle; Socialisation; Sozialisation; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	This study investigated the beliefs parents of preschoolers (N = 126) have for facilitating their children's reading and mathematics development. The study used an online survey distributed via social media to examine parents' views of their children's home-based reading and mathematics engagement, parents' confidence to support their children's reading and mathematics development, and the information they received and would like to receive from their children's teachers. The results demonstrated three patterns: (1) parents prioritized children's reading over their mathematics development, (2) the difference in children's reported engagement in such activities may come from parents lacking confidence in how to foster their children's mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children's teachers, typically about children's progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children's academic growth, particularly in mathematics, and so the support teachers provide to parents is critical. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01