Preschool Attendance and School Readiness for Children of Immigrant Mothers in the United States PDF Download

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Languages : en
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We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.

Author: RaeHyuck Lee
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Languages : en
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More than one in four children under age 6 in the United State are children of immigrants, and the majority of these children are Asian and Hispanic. Despite this, there have been few studies on the early development of young children of immigrants. In particular, although healthy development in the early years of life is important in helping children get ready for school, little is known about school readiness among children in immigrant families. Therefore, this study examines school readiness among children of Asian and Hispanic immigrant mothers, with particular attention to two important characteristics of immigrant families: maternal language use and use of preschool. This study is composed of five chapters, starting with Chapter 1 that introduces the background and purpose of this study. Chapter 2 reviews the theoretical backgrounds for the association between maternal language use and the development of young children in immigrant families, and then for the role of preschool in children's school readiness.

Author: Lilla Kármán Pivnick
Publisher:
ISBN:
Category :
Languages : en
Pages : 92

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School readiness generally predicts trajectories of academic achievement over time, motivating efforts to support the development of school readiness skills by expanding access to and improving the quality of early childhood care and education. One dimension of early childhood care and education concerns the beliefs that non-parental caregivers (e.g. preschool teachers, relatives, child care providers) in these settings have about school readiness and how these beliefs may differ from parent beliefs. Non-parental caregivers’ beliefs—and their alignment with parents’ beliefs—may be especially significant for certain segments of the child population, namely children of Latino/a immigrant parents in the U.S., who are overrepresented among students who enter school with underdeveloped academic skills and whose parents may not have the resources nor the familiarity with the U.S. education system to know what schools will expect of their children upon school entry. Latino/a immigrant parents and their children, therefore, may be more influenced by the school readiness beliefs of non-parental caregivers than other groups. This study uses the Early Childhood Longitudinal Survey-Birth Cohort (ECLS-B) to investigate whether non-parental early caregivers’ beliefs about school readiness and their alignment with parental beliefs are associated with children’s achievement test scores at kindergarten entry—in general and especially among the children of Latino/a immigrant parents.

Author: Joseph Tobin
Publisher: Russell Sage Foundation
ISBN: 1610448073
Category : Social Science
Languages : en
Pages : 163

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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: Olivia Saracho
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 216

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Immigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 a cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US. Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths. The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers’ personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children’s development and learning. Immigration researchers and scholars were invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education. The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.

Author: Nkechy Ezeh
Publisher: Taylor & Francis
ISBN: 1000882616
Category : Education
Languages : en
Pages : 199

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This important and engaging resource offers a step-by-step framework for developing early childhood community programming that centers the learning needs of children, supersedes socioeconomic barriers, and activates the power of community. The book centers on an in-depth exploration of the Early Learning Neighborhood Collaborative (ELNC), a place-based, early learning collaborative that provides funding, innovative shared support services, and advocacy to partner organizations rooted in vulnerable communities, with the primary goal of readying children for the first day of kindergarten. The author details the concept and practice of a place-based intentional preschool system, including the lessons that were learned through the creation of ELNC and how it successfully prepares children of color for success in school and beyond. The program uses a two-generation approach in which families are coached to address barriers that keep them from being their child’s first teachers and are supported in navigating community resources. Through the insightful model this book provides, education leaders and early childhood teachers can learn more about emerging best practices in community programming, identify ways to adapt the ELNC model and test it in their current programming, and use the ELNC process to change their own neighborhoods for the better.

Author: Xiaofang Xue
Publisher:
ISBN:
Category :
Languages : en
Pages : 146

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Maternal socialization goals can significantly impact preschoolers' socioemotional school readiness, which is essential for their future academic achievement and adjustment in formal schooling. Asian immigrant mothers in the U.S. may endorse both interdependence-oriented goals stemming from their heritage Asian cultures, and independence-oriented socialization goals that are consistent with the host American culture. This study aimed to investigate how independence- and interdependence-oriented goals coexist through the identification of underlying classes of Asian immigrant mothers. Potential differences in their children' socioemotional school readiness (prosocial behaviors, sociability, and on-task behaviors) across the different classes of mothers were also examined. The sample consisted of 193 Chinese and Korean immigrant mothers and their preschool-aged children. Mothers were interviewed regarding their socialization goals and teachers rated the preschoolers' socioemotional school readiness. Latent class analyses revealed two underlying classes. The majority of Asian immigrant mothers (86%) highly emphasized independence-oriented and moderately endorsed interdependence-oriented goals (class 1), whereas 14% mothers highly emphasized interdependence-oriented goals, but endorsed independence-oriented goals at low levels (class 2). Moreover, children of mothers in class 1 were rated by their teachers as being more sociable and on-task, compared to children with mothers in class 2. This study provided evidence for the heterogeneity in Asian immigrant mothers' socialization goals and can inform the development of cultural-specific parenting programs aiming to facilitate Asian immigrant preschoolers' socioemotional school readiness.

Author: Richard Alba
Publisher: NYU Press
ISBN: 0814760252
Category : Education
Languages : en
Pages : 350

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- "This tightly focused volume... proves an indispensable guide... Full of valuable and stimulating insights." - Nancy Foner, author of In a New Land "A remarkable collection of studies." - Douglas Massey, author of Brokered Boundaries

Author: Tony Bertram
Publisher: Springer
ISBN: 9783319398464
Category : Education
Languages : en
Pages : 0

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This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.

Author: Hirokazu Yoshikawa
Publisher: Russell Sage Foundation
ISBN: 1610447077
Category : Social Science
Languages : en
Pages : 209

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An in-depth look at the challenges undocumented immigrants face as they raise children in the U.S. There are now nearly four million children born in the United States who have undocumented immigrant parents. In the current debates around immigration reform, policymakers often view immigrants as an economic or labor market problem to be solved, but the issue has a very real human dimension. Immigrant parents without legal status are raising their citizen children under stressful work and financial conditions, with the constant threat of discovery and deportation that may narrow social contacts and limit participation in public programs that might benefit their children. Immigrants Raising Citizens offers a compelling description of the everyday experiences of these parents, their very young children, and the consequences these experiences have on their children's development. Immigrants Raising Citizens challenges conventional wisdom about undocumented immigrants, viewing them not as lawbreakers or victims, but as the parents of citizens whose adult productivity will be essential to the nation's future. The book's findings are based on data from a three-year study of 380 infants from Dominican, Mexican, Chinese, and African American families, which included in-depth interviews, in-home child assessments, and parent surveys. The book shows that undocumented parents share three sets of experiences that distinguish them from legal-status parents and may adversely influence their children's development: avoidance of programs and authorities, isolated social networks, and poor work conditions. Fearing deportation, undocumented parents often avoid accessing valuable resources that could help their children's development—such as access to public programs and agencies providing child care and food subsidies. At the same time, many of these parents are forced to interact with illegal entities such as smugglers or loan sharks out of financial necessity. Undocumented immigrants also tend to have fewer reliable social ties to assist with child care or share information on child-rearing. Compared to legal-status parents, undocumented parents experience significantly more exploitive work conditions, including long hours, inadequate pay and raises, few job benefits, and limited autonomy in job duties. These conditions can result in ongoing parental stress, economic hardship, and avoidance of center-based child care—which is directly correlated with early skill development in children. The result is poorly developed cognitive skills, recognizable in children as young as two years old, which can negatively impact their future school performance and, eventually, their job prospects. Immigrants Raising Citizens has important implications for immigration policy, labor law enforcement, and the structure of community services for immigrant families. In addition to low income and educational levels, undocumented parents experience hardships due to their status that have potentially lifelong consequences for their children. With nothing less than the future contributions of these children at stake, the book presents a rigorous and sobering argument that the price for ignoring this reality may be too high to pay.