Guidance and respect: Chinese American preschoolers’ perceptions of parental support for learning

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-01 DOI:10.1016/j.ecresq.2024.03.005

Yoko Yamamoto , Jin Li , Huiying Yang , Isabel Zhang

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引用次数: 0

Abstract

Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families’ PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers’ developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents’ expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.