ERIC Number: ED324138
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Parental Beliefs and Values Related to Family Risk, Educational Intervention, and Child Academic Competence.
Campbell, Frances A.; And Others
Primary goals of this study were to determine: (1) whether a child-centered educational preschool program and/or a parent-centered early elementary educational intervention program for disadvantaged children had effects on the child rearing beliefs and values of parents; and (2) whether parents' child rearing beliefs and educational values were related to children's academic achievements in early elementary school. Subjects were 83 low-income parents whose children were judged to be at risk for academic problems associated with mild mental retardation. Children from the at-risk subjects' kindergarten classes were randomly chosen to provide a local population comparison group. The preschool intervention consisted of a systematic program that provided intellectual stimulation for infants and preschoolers in a day care setting. The school-age intervention consisted of supplementary learning activities that parents could implement with their children and that were delivered in biweekly home visits of a home-school resource teacher. Findings indicated that mothers of at-risk children in the preschool intervention group scored lower than other mothers on traditional beliefs. Such parental beliefs were negatively correlated with children's achievement in reading. Parents of at-risk children differed from control group parents in beliefs and values. Maternal IQ and authoritarian beliefs may both be implicated in differences in parenting style which impact children's language development and eventual literacy. References number 34. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.