Alert:
Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ884268 - Home-School Differences in Beliefs, Support, and Control during Public Pre-Kindergarten and Their Link to Children's Kindergarten Readiness

Help Help Help Movie Tutorial Help Help | Help Movie Tutorial Help Help | Help Movie Tutorial Help With This Page Help With This Page

back Back to Search Results  permalink Help Help Permalink    Share this clipboard Share this record

Record Details

Full-Text Availability Options:

More Info:
Help Help | Help Movie Tutorial Help Finding Full Text |  More Info:
Help Help Find in a Library |  Publisher's website

Related Items: Show Related Items
Click on any of the links below to perform a new search
ERIC #:EJ884268
Title:Home-School Differences in Beliefs, Support, and Control during Public Pre-Kindergarten and Their Link to Children's Kindergarten Readiness
Authors:Barbarin, Oscar A.; Downer, Jason; Odom, Erica; Head, Darlene
Descriptors:Socialization; Socioeconomic Status; Ethnography; Kindergarten; Preschool Education; Early Childhood Education; Beliefs; School Readiness; Child Rearing; Ethnicity; Family School Relationship; African Americans; Hispanic Americans; Teacher Student Relationship
Source:Early Childhood Research Quarterly, v25 n3 p358-372 2010
More Info:
Help Help Peer Reviewed: 		Yes
Publisher:Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:2010-00-00
Pages:15
Pub Types:Journal Articles; Reports - Research
Abstract:This study examines the prevalence of home-school match in childrearing beliefs and socialization practices (control and support) and their relation to ethnicity and readiness skills of children (n = 310) making the transition from publicly sponsored Pre-k to kindergarten. Home-school match was operationalized both as a continuous absolute measure and as categories of match or mismatch. Overall, home-school match was more prevalent than mismatch. However, the results corroborate previous ethnographic studies showing higher rates of home-school mismatch among African Americans and Latinos than Euro Americans. Controlling for race and socio-economic status, parents' beliefs and practices predicted readiness but teachers' did not. Absolute indicators of home-school differences were not related to kindergarten readiness. Directional indicators revealed that children attained greater skills when parents and teachers matched on child-centered beliefs, low control, and high support. Contrary to the cultural match hypothesis, home-school mismatch was associated with better outcomes than match in the case of adult-centered beliefs, control, and low support. (Contains 9 tables.)
Abstractor:As Provided
Reference Count:0
Note:N/A
Identifiers:N/A
Record Type:Journal
Level:N/A
Institutions:N/A
Sponsors:N/A
ISBN:N/A
ISSN:ISSN-0885-2006
Audiences:N/A
Languages:English
Education Level:Early Childhood Education
Direct Link:http://dx.doi.org/10.1016/j.ecresq.2010.02.003
 
Related Items

More Related Items

Microfiche to Megabytes

ERIC Microfiche Digitization

Help ERIC expand online access to documents currently available only on microfiche. Learn more about our efforts.

back Back to Search Results



Notice of Language Assistance: English  |  español  |  中文: 繁體版  |  Việt-ngữ  |  한국어  |  Tagalog  |  Русский