Beltrán-Grimm Susana
Department of Human Development and Family Studies, Purdue University, West Lafayette, IN USA.
Early Child Educ J. 2022 Nov 1:1-11. doi: 10.1007/s10643-022-01406-2.
Drawing from a qualitative approach and through individual (processes of co-constructing knowledge through dialogue) as a linguistic and cultural framework, this work explored informal contextual factors valued by Spanish-speaking Latina mothers of children, three to five years of age and enrolled in a nonprofit California preschool. Results revealed that Latina mothers have cultural forms of knowledge which impact their children's educational experiences and engage in direct and indirect numeracy environments. While personal math experiences and home practices differed, Latina mothers experience and navigate their children's learning based on sociocultural aspects, influencing how they support their children's math learning. This study drew from sociocultural learning theories that value learning embedded within meaningful learning experiences. Patterns of family learning have several implications for educational practice, especially for Latine families whose parent participation is typically not as visible as White American English-speaking parents.
本研究采用定性研究方法，以个体（通过对话共同构建知识的过程）作为语言和文化框架，探讨了加利福尼亚州一家非营利性学前班中，三至五岁儿童的讲西班牙语的拉丁裔母亲所重视的非正式情境因素。结果显示，拉丁裔母亲拥有文化知识形式，这些知识会影响她们孩子的教育经历，并使她们置身于直接和间接的算术环境中。虽然个人数学经历和家庭做法各不相同，但拉丁裔母亲基于社会文化因素来体验和引导孩子的学习，这影响着她们支持孩子数学学习的方式。本研究借鉴了社会文化学习理论，该理论重视嵌入有意义学习经历中的学习。家庭学习模式对教育实践有若干影响，特别是对于拉丁裔家庭而言，其家长参与度通常不如说美式英语的白人家长那样明显。
