Suchergebnisse

Intro -- Foreword -- Contents -- Editors and Contributors -- 1 Introduction: The Need to Take a Strengths-Based Approach to Facilitate Children's Educational Growth -- References -- 2 Latino and African-American Parental Resources, Investments, and Socialization Practices: Supporting Toddler's Language and Social Skills -- Theoretical Background -- Variability in Parental Investments -- Family Resources and Children's Language and Social Skills -- Parental Investments and Children's Language and Social Skills -- Parenting Practices and Children's Language and Social Skills -- Discipline -- Family Routines -- Current Study -- Methods -- Data Source -- Analytic Sample -- Measures -- Child Outcomes -- Home Environment -- Parenting Practices -- Control Variables -- Missing Data Analysis -- Data Analyses -- Results -- Descriptive Statistics -- Regression Analysis Predicting to Parental Investments -- Regression Analysis Predicting Children's Language Skills -- Regression Analysis Predicting to Children's Social Skills -- Discussion -- References -- 3 Concerted Cultivation Among Low-Income Black and Latino Families -- Parents' Academic Socialization -- Parents' Practices with their Children -- Parents' Goals and Beliefs About Children's Development -- Black and Latino Families' Socialization -- Reading and Math -- The Present Study -- Method -- Participants -- Procedures -- Measures -- Results -- Black Parents' Socialization of Reading and Math -- Frequency of Engagement in Reading and Math -- What Parents like and Look for in Children's Activities -- Latino Parents' Socialization of Reading and Math -- Frequency of Engagement in Reading and Math -- What Parents like and Look for in Children's Activities -- Comparison Between Black and Latino Families -- Summary -- Discussion -- Limitations -- Conclusion -- References.

This study explored associations between parents' beliefs about children's development and children's reported math activities at home. Seventy-three parents were interviewed about the frequency of their children's participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents' role in their children's math learning, and parents' own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents' beliefs about math development and their role in fostering it were significantly related to children's math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children's engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children's math competencies, these findings are an important step for developing home-based interventions to facilitate children's math skills.