Author: Jordan F. Weith Publisher: ISBN: Category : Language acquisition Languages : en Pages : 65
Book Description
Latino children of adolescent mothers are at risk for early language deficits, which can lead to long-term difficulties in school (Keown et al., 2001; Rescorla & Achenbach, 2002). Mother-child teaching interactions provide an important opportunity for children to develop language skills (Hohm et al., 2007; Tamis-LeMonda, C. S., Rodriguez, 2008). Most research on maternal teaching and child language outcomes has been conducted with European American adult mothers and has focused on individual teaching behaviors (Tamis-Lemonda et al., 2012). Although some studies have been conducted with Latina mothers, most have not considered within-group differences in teaching based on maternal cultural orientation (acculturation and enculturation) or examined links to children's language skills. The first goal of the current study was to identify teaching styles used by young Puerto Rican mothers and examine whether these styles were related to mothers' cultural orientation to both American (acculturation) and Latino (enculturation) cultures. The second goal was to test how these maternal teaching styles related to toddler language development. This study included 122 Puerto Rican, adolescent mothers and their toddlers. Maternal teaching behaviors were observed during a structured teaching task when children were 18 months old. Mothers also self-reported on their levels of U.S. acculturation and Puerto Rican enculturation. Language development was assessed using a standardized measure at 18 and 24-months. Using a person-centered approach, we identified three distinct teaching styles that differed in their association with cultural orientation and language development: (a) mixed directive, (b) verbally directive, (c) mixed nondirective. We found that overall, across cultural orientation levels, mothers used a combination of verbal and nonverbal behaviors, however, they differed in their use of directive and nondirective behaviors. Mothers in the mixed nondirective cluster were the least enculturated and their children had the highest language skills. Our findings highlight the importance of considering within-group differences when examining maternal teaching style and are informative in developing interventions aimed at improving early language skills in Latino children.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309388570 Category : Social Science Languages : en Pages : 525
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Pastora Cafferty Publisher: Routledge ISBN: 1000304752 Category : Political Science Languages : en Pages : 190
Book Description
Demographers predict that by the end of the century Spanish-speaking persons will constitute the largest minority group in the United States--in this context, bilingual education must be considered a crucial issue for educators and policymakers at the state, national, and local levels. Professors Cafferty and Rivera-Martínez analyze bilingual education policies and programs, particularly as they affect the Puerto Rican child, and reach some startling conclusions. They find that these programs do not, despite the best intentions, offer the equal opportunity and social mobility that has been their purpose. While the authors attempt to neither examine nor define the general problem of bilingual education methodology, they do address the problem of educating the Puerto Rican child as one minority among many. They suggest alternatives for solving the problem and recommend specific policies for federal, state, and local governments attempting to integrate Spanish-speaking minorities into the educational process.
Author: Rica Ramirez Publisher: ISBN: Category : Bilingualism in children Languages : en Pages : 101
Book Description
This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.
Author: Jordan F. Weith
Author: National Academies of Sciences, Engineering, and Medicine
Author: Pastora Cafferty
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Author: Rica Ramirez
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Author: Hortencia Kayser![OE [publication] PDF](https://books.google.com/books/content/images/frontcover/rLgqAAAAMAAJ?fife=w80-h100)
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