ERIC Number: ED161574
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
The Identification of Texas Anglo, Black and Chicano Child Rearing and Child Care Practices in Relation to Child Care Career Competencies.
Stewart, Ida Santos; Stone, Norma K.
To identify cultural factors in both child rearing and child care practices which may influence training of preschool day care personnel, the study ascertained cultural differences in Anglo, Black, and Chicano child rearing practices in Texas and differences in how parents, center personnel, and early childhood professionals viewed appropriate child care center practices. Questionnaires were administered to 374 Anglo, Black, and Chicano parents, 367 child care practitioners, and 52 professionals in six geographic regions. Day care centers involved were considered by ethnic composition, urban/rural location, nonprofit/commercial status, and family income level. Responses were grouped into family relationships, discipline, feeding-eating practices, sleeping behaviors, toilet-training, verbal interactions, child care center, and parent-center relationships. Results showed overall general agreement among parents and practitioners on child rearing practices and attitudes toward child care centers; few major differences in attitudes, opinions, and practices of parents and practitioners; there were some cultural and regional differences. Though cultural factors may not be as important to personnel training as suspected, data indicated vocational training should encompass cross-cultural elements, bilingual capabilities, and professional teaching competencies. (RS)
Descriptors: Anglo Americans, Attendants, Attitudes, Blacks, Child Care, Child Caregivers, Child Rearing, Cultural Differences, Cultural Influences, Day Care, Day Care Centers, Ethnic Groups, Job Training, Mexican Americans, Parent Attitudes, Professional Personnel, Teacher Attitudes, Young Children
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chicanos; Texas
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April, 1977); For related document, see ED 131 331