School Readiness Beliefs: Comparing Priorities of Early Childhood Teachers and Immigrant Latine and Chinese Parents
Author:
Funder
Lehigh University
University of Maryland
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01617-1.pdf
Reference57 articles.
1. Abry, T., Latham, S., Bassok, D., & LoCasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 31, 78–88. https://doi.org/10.1016/j.ecresq.2015.01.001.
2. ACF (2019). Early Learning and Development Guidelines. https://childcareta.acf.hhs.gov/resource/state-early-learning-standards-and-guidelines.
3. Achhpal, B., Goldman, J. A., & Rohner, R. P. (2007). A comparison of European American and Puerto Rican parents’ goals and expectations about the Socialization and education of pre-school children. International Journal of Early Years Education, 15(1), 1–13. https://doi.org/10.1080/09669760601106620.
4. Ansari, A., & Crosnoe, R. (2015). Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills. Journal of Family Psychology, 29(3), 382–393. https://doi.org/10.1037/fam0000087.
5. Antony-Newman, M. (2019). Parental involvement of immigrant parents: A meta-synthesis. Educational Review, 71(3), 362–381. https://doi.org/10.1080/00131911.2017.1423278.
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