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Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: The Dual Language Perspective.
Front Psychol. 2021; 12:661208.FP

Abstract

Parental beliefs and knowledge about child development affect how they construct children's home learning experiences, which in turn impact children's developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents' beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n = 32). We further asked how socioeconomic and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs' home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children's dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children's school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs.

Authors+Show Affiliations

Department of Psychology, Rutgers University, Camden, NJ, United States.Department of Early Childhood Education and Art Education, Brooklyn College, City University of New York, New York, NY, United States.Department of Psychology, Rutgers University, Camden, NJ, United States.Department of Public Policy and Administration, Rutgers University, Camden, NJ, United States.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

34108917

Citation

Luo, Rufan, et al. "Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: the Dual Language Perspective." Frontiers in Psychology, vol. 12, 2021, p. 661208.
Luo R, Song L, Villacis C, et al. Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: The Dual Language Perspective. Front Psychol. 2021;12:661208.
Luo, R., Song, L., Villacis, C., & Santiago-Bonilla, G. (2021). Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: The Dual Language Perspective. Frontiers in Psychology, 12, 661208. https://doi.org/10.3389/fpsyg.2021.661208
Luo R, et al. Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: the Dual Language Perspective. Front Psychol. 2021;12:661208. PubMed PMID: 34108917.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: The Dual Language Perspective. AU - Luo,Rufan, AU - Song,Lulu, AU - Villacis,Carla, AU - Santiago-Bonilla,Gloria, Y1 - 2021/05/24/ PY - 2021/01/30/received PY - 2021/04/29/accepted PY - 2021/6/10/entrez PY - 2021/6/11/pubmed PY - 2021/6/11/medline KW - dual language development KW - dual language learners KW - home dual language experiences KW - parental beliefs and knowledge KW - school readiness SP - 661208 EP - 661208 JF - Frontiers in psychology JO - Front Psychol VL - 12 N2 - Parental beliefs and knowledge about child development affect how they construct children's home learning experiences, which in turn impact children's developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents' beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n = 32). We further asked how socioeconomic and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs' home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children's dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children's school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs. SN - 1664-1078 UR - https://www.unboundmedicine.com/medline/citation/34108917/Parental_Beliefs_and_Knowledge_Children's_Home_Language_Experiences_and_School_Readiness:_The_Dual_Language_Perspective_ L2 - https://www.ncbi.nlm.nih.gov/pmc/articles/pmid/34108917/ DB - PRIME DP - Unbound Medicine ER -
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