ERIC Number: ED405568
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Parental Ideas about Development and Socialization of Children on the Threshold of Schooling. Reading Research Report No. 78.
Serpell, Robert; And Others
A study analyzed ideas expressed by 38 parents of 4- to 5-year-old children about their socialization goals and the best ways of helping their child to attain them, with special attention to the domain of literacy. All the participating families had a child enrolled in kindergarten or first grade, all included an older child, and all were residents of Baltimore, Maryland. Parental goals, elicited through interviews and diaries, ranged widely and more often emphasized the moral/social and personal domains of development than intellectual and academic skills. Both the domain of development considered and the sociocultural background of the family influenced parents' preferred approach to socialization. Proactive intervention strategies (such as deliberate instruction) were more often cited for the domain of literacy than for moral development and were more often cited for the cultivation of literacy by low-income parents, whereas middle-income parents more often preferred a strategy of reliance on the child's experience. Preference for proactive intervention was related to an emphasis on the cultural theme of literacy as a set of skills to be acquired, while reliance on experience was related to the theme of literacy as a source of entertainment. Parents attributed greater responsibility to the school relative to the home for the socialization of children's literacy than for their moral development. Idiographic profiles of selected parents' ideas about these various issues are represented as illustrations of caregiver ethnotheories, and the implication are discussed for cooperative communication between parents and teachers about children's early introduction to literacy. (Contains 52 references and 7 tables of data. An appendix presents interview questions.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers - Location: Maryland (Baltimore)