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Author: Luilia E. Palermo Publisher: ISBN: 9781369139471 Category : Education, Preschool Languages : en Pages : 202
Book Description
The purpose of this study was to investigate Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program (PEIP) in a United States school. Parent involvement practices have been a hallmark of Head Start programs since the early 1970s. More recently, PEIP has spread to other early childhood programs such as Preschool for All in the State of Illinois as a program requirement. However, not much knowledge exists regarding Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program. The study findings indicate that Hispanic immigrant preschool parents' home educational practices may differ from what U.S. schools may expect, but the families welcome the educational supports provided to them during the school involvement programs. The study was qualitative in nature, as the majority of the data was collected in a natural setting through observations. The parents and children were observed during PEIP activities and during home activities; teachers were also observed during PEIP. In addition, interviews were completed with parents and teachers. Results show that the Hispanic immigrant preschool parents enjoyed participating in the PEIP program, and showed high levels of engagement during parent-child school activities. Parents stated that before the program they did not read to their children, but that throughout the program they learned why it is important to read to children at an early age. Additionally, I learned that the preschool teachers participating in this PEIP program valued parent involvement and had positive perceptions about the parents' home-school connections.
Author: Luilia E. Palermo Publisher: ISBN: 9781369139471 Category : Education, Preschool Languages : en Pages : 202
Book Description
The purpose of this study was to investigate Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program (PEIP) in a United States school. Parent involvement practices have been a hallmark of Head Start programs since the early 1970s. More recently, PEIP has spread to other early childhood programs such as Preschool for All in the State of Illinois as a program requirement. However, not much knowledge exists regarding Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program. The study findings indicate that Hispanic immigrant preschool parents' home educational practices may differ from what U.S. schools may expect, but the families welcome the educational supports provided to them during the school involvement programs. The study was qualitative in nature, as the majority of the data was collected in a natural setting through observations. The parents and children were observed during PEIP activities and during home activities; teachers were also observed during PEIP. In addition, interviews were completed with parents and teachers. Results show that the Hispanic immigrant preschool parents enjoyed participating in the PEIP program, and showed high levels of engagement during parent-child school activities. Parents stated that before the program they did not read to their children, but that throughout the program they learned why it is important to read to children at an early age. Additionally, I learned that the preschool teachers participating in this PEIP program valued parent involvement and had positive perceptions about the parents' home-school connections.
Author: Joseph Tobin Publisher: Russell Sage Foundation ISBN: 1610448073 Category : Social Science Languages : en Pages : 163
Book Description
In many school districts in America, the majority of students in preschools are children of recent immigrants. For both immigrant families and educators, the changing composition of preschool classes presents new and sometimes divisive questions about educational instruction, cultural norms and academic priorities. Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children. Children Crossing Borders presents valuable evidence from the U.S. portion of a landmark five-country study on the intersection of early education and immigration. The volume shows that immigrant parents and early childhood educators often have differing notions of what should happen in preschool. Most immigrant parents want preschool teachers to teach English, prepare their children academically, and help them adjust to life in the United States. Many said it was unrealistic to expect a preschool to play a major role in helping children retain their cultural and religious values. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For their part, many early education teachers who work with immigrant children find themselves caught between two core beliefs: on one hand, the desire to be culturally sensitive and responsive to parents, and on the other hand adhering to their core professional codes of best practice. While immigrant parents generally prefer traditional methods of academic instruction, many teachers use play-based curricula that give children opportunities to be creative and construct their own knowledge. Worryingly, most preschool teachers say they have received little to no training in working with immigrant children who are still learning English. For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric.
Author: María del Carmen Aragonés Guarro Publisher: ISBN: Category : Children of immigrants Languages : en Pages : 138
Book Description
Despite more than half a century of debate about parental involvement in the education of children, it still remains an evolving and elusive topic. While much is written about Latino immigrants and U.S. schooling, much less is known from the parents' perspectives. This qualitative case study explores the experiences and perspectives of immigrant parents in an early childhood Latino parent education program and the impact of this non-formal educational program on their role as parents. Theoretical lenses for this study are transformative learning (Mezirow, 1978) and popular education (Freire, 1970). Findings demonstrate that: (a) a context of isolation impacts parents' roles and learning experience; (b) a nurturing and safe space for learning is critical for transformative learning; and (c) transformation is evident in parents as they move from self-doubt and fear to self-confidence, understanding and determination. The role of context, emotions, and the spiral nature of the process are key factors of transformative learning. Educators and organizations are to provide systematic support to sustain the transformative processes engaged by parents. Policy makers and private funders need to facilitate funds.
Author: Manica Felicia Ramos Publisher: ISBN: Category : Languages : en Pages : 384
Book Description
The overall goal of the present study was to examine Latina immigrant mothers' involvement in their children's preschool education, including how they were involved, the factors that motivated their involvement, and whether they encountered barriers to being involved. Both quantitative and qualitative methods were utilized; this mixed-method approach allowed for an enriched, elaborated understanding of the parental involvement of Latina immigrant mothers. Forty-three foreign - born Latina mothers with children attending a bilingual urban preschool program were interviewed one time. Latina mothers supported their children's education in various ways, including forms of parental involvement that have been established (e.g., home-based, school-based, and home-school conferencing) as well as alternative cultural models of parental involvement that are embedded within cultural values and beliefs (e.g., apoyo, consejos, and sacrificios). The factors that motivate parents' involvement (i.e., self -efficacy, role construction, and invitation for involvement) varied by the form of involvement being examined. Specifically, mothers' reported self-efficacy was related to home-based involvement. Knowledge and skill was related to school-based involvement. Mothers reported lacking time and energy due to work demands and schedules as the main barrier to their involvement. The findings of the present study highlight the need to understand the ways Latina parents support their children's education that may be informed by cultural values and community norms. By doing so we will acknowledge a more diverse set of parental involvement behaviors than are typically examined in research and visible to teachers. An expanded definition of parental involvement may be used to inform programs that seek culturally and contextually appropriate ways to engage Latina immigrant families in their children's education.
Author: John A. Sutterby Publisher: Emerald Group Publishing ISBN: 1786354071 Category : Education Languages : en Pages : 204
Book Description
This volume encourages reflection on previous volumes. Family involvement has been an issue in early education going back to Pestalozzi almost two centuries ago. This book looks at what advances in the area of family involvement in early education have been made since the publication of the previous volume.
Author: Southwest Solutions Publisher: Southwest Solutions ISBN: 1942011474 Category : Family & Relationships Languages : en Pages : 126
Book Description
We are a nation of immigrants. In this book, you’ll discover an innovative program in Detroit that teaches Hispanic-immigrant parents English while these parents also are ensuring their children’s success at school. From cleaning up schoolyards to hosting a neighborhood celebration of literacy, these newcomers are transforming their city. Through books in The Bib to Backpack Learning Series, you’ll learn how these remarkable programs started, evolved and are growing today.
Author: Susan Sonnenschein Publisher: Springer ISBN: 3030044866 Category : Psychology Languages : en Pages : 258
Book Description
This book offers a strengths-based, family-focused approach to improving the educational performance and school experience of struggling Black and Latino students. The book discusses educational challenges faced by low-income families of color and the different strengths within Black and Latino family life that can affect these challenges. It focuses building on these strengths within the children’s home environments that can serve as a foundation for subsequent learning. The chapters describe a wide range of family practices and beliefs, including development of interventions to support families that promote early language and literacy, early mathematics, and social skills. The chapters also present quantitative and/or qualitative studies using a strengths-based approach to parents’ socialization of their children’s early academic skills. Topics featured in this book include: Latino and Black parental resources, investments, and beliefs Academic socialization in the homes of Black and Latino preschool children Development of culturally-informed interventions to promote children’s school readiness skills Family-school partnerships as a tool for improving educational opportunities. Directions for future research Academic Socialization of Young Black and Latino Children is a must-have resource for researchers, educators, clinicians and related professionals, and graduate students in diverse fields including education, developmental and school psychology, family studies, counseling psychology and social work, and sociology of culture.
Author: National Research Council Publisher: National Academies Press ISBN: 0309164818 Category : Social Science Languages : en Pages : 502
Book Description
Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Author: Christine Niven Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 105
Book Description
The purpose of this research is to provide insight into immigrant Latino parents' perspectives on parental involvement in elementary school settings as influenced by the Title I Family Literacy Program (TFLP). A comparison is made of Latino parents who have been participating in the TFLP for more than one year, participants new to the program and Latino parents who chose not to participate in the TFLP. Both quantitative and qualitative data were collected via a survey and individual interviews of randomly selected members of each comparison group. All research participants were immigrant Latino parents with children at one of ten Title I elementary schools operating a TFLP. The schools are part of a large, urban school district in the Southwest. Findings indicate the TFLP has a positive effect on parental involvement practices of immigrant Latino parents. Participating parents showed increased confidence in their ability to support their children's education and program participants are more engaged in school activities. The results of this study imply participation in the program for one year or more has the most impact on families. Parents who participated for more than one year communicated a high sense of responsibility toward their influence on their child's education and upbringing and an understanding of strategies needed to effectively support their children. This research also identifies barriers parents face to participation in the TFLP and parental involvement in general. Implementation of family literacy programs in other districts would need to follow guidelines similar to this TFLP to achieve comparable results. More research is needed on the effects of this program on parents, children, and school staff.
Author: Luilia E. Palermo
Author: Luilia E. Palermo
Author: Joseph Tobin
Author: María del Carmen Aragonés Guarro
Author: Manica Felicia Ramos
Author: John A. Sutterby
Author: Southwest Solutions
Author: Susan Sonnenschein
Author: National Research Council
Author: Christine Niven
Author: Annette Gault