ED382412 PS023374
Title: Hispanic Parent Involvement in Early Childhood Programs. ERIC
Digest.
Author(s): Espinosa, Linda M.
Author Affiliation: ERIC Clearinghouse on Elementary and Early Childhood
Education, Urbana, IL.(BBB16656)
Pages: 3
Publication Date: May 1995
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: RR93002007
Report No: EDO-PS-95-3
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Guides--Non-classroom (055); ERIC product (071); ERIC
digests in full text (073)
Geographic Source: U.S.; Illinois
Journal Announcement: RIESEP1995
To determine
effective strategies for connecting Hispanic parents and their children's
early childhood programs, educators need to develop a greater understanding
of the features of the Hispanic culture that influence parents'
childrearing practices and orientation toward formal education.
Educators should be aware of Hispanics' diversity in terms of socioeconomic
status, country of origin, and the nature and timing of their immigration.
Except for Cuban-Americans, Hispanics can be characterized as having
high rates of poverty and low levels of educational achievement.
They are also an educationally vulnerable minority group, starting
kindergarten somewhat behind their peers. Educators should note
some differences in the way Hispanic and other American children
are socialized. First, Hispanic culture tends to emphasize obedience
and to value respect for adult authority. A directive style of communication
between parent and child is most common, with little collaborative
conversation. Second, throughout Hispanic culture there is a belief
in the absolute authority of the school and teachers. Third, Hispanics,
as a whole, have strong family ties and a collective orientation
that supports community life. Addressing these differences, projects
in early childhood programs and in schools that have successfully
involved Hispanic parents recommend the following strategies: (1)
a personal touch that includes personal meetings and home visits;
(2) non-judgmental communication; (3) perseverance on the part of
teachers in maintaining parents' involvement; (4) bilingual support;
(5) administrative support; (6) staff development activities focused
on Hispanic culture; and (7) community outreach efforts in which
schools and programs serve as resource and referral agencies to
support families. Contains 10 references. (BC)
Descriptors: Bilingualism; Cultural Awareness; *Cultural
Differences; *Cultural Traits; *Early Childhood Education; Family
Life; *Hispanic Americans; *Parent Participation; Parent School
Relationship; Parents; Teacher Attitudes
Identifiers: ERIC Digests; Hispanic American Students; *Program
Characteristics
