Parental Beliefs and Knowledge, Children's Home Language Experiences, and School Readiness: The Dual Language Perspective.

Frontiers in Psychology
Rufan LuoGloria Santiago-Bonilla

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...Continue Reading

References

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Mar 6, 2012·Early Childhood Research Quarterly·Tamara HalleNina Chien
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Oct 6, 2018·International Journal of Bilingual Education and Bilingualism·Ellen Bialystok

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