Eager to Learn Educating Our Preschoolers (2001) / Chapter Skim
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The Importance of Indiviual and Cultural Variations
The Importance of Indiviual and Cultural Variations
Pages 59-127
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From page 59... ...
The potential of human development interacts with diversity among individuals, available resources, and the goals and preferred interaction patterns of communities in a way that links the biological and the social in the construction of diverse developmental pathways. Among the many differences with which children present themselves to preschool teachers, we highlight three dimensions of variation that require particular attention on the part of a responsive preschool teacher: 1.
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From page 60... ...
Some researchers have found a pattern of gender difference in language learning, with girls more advanced in vocabulary learning than boys (HuttenIocher et al., 1991~. Although research has shown the developmental sequence of language learning to be much the same for all children, great variation in the rate of language learning occurs across as well as within languages.
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From page 61... ...
The children learning English, who had to rely on sentence structure (as in "The ball hit the boy" versus "The ball hit by the boy") , were 3 1/2 years old before reaching that level of accuracy.
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From page 62... ...
Children who approach language analytically are described as having a referential bias (Nelson, 1973~; they acquire large initial vocabularies of object labels (or of verbs if they are learning Korean or Chinese, languages in which verbs occur in salient positions at the beginnings and ends of sentences, where nouns occur in English (see Choi and Bowerman, 1991; Tardiff, 1996~. Children with a holistic approach are described as less interested in objects than in social interaction, such that they acquire larger initial vocabularies of expressions and action words (Nelson, 1973~.
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From page 63... ...
, and cultural practices are likely to be the chief determinant both of the amount and kinds of language children learn and of the environmental support provided for language learning (Schieffelin and Ochs, 1983~. American families differ greatly in how much talking customarily goes on (Hart and Risley, 1995)
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From page 64... ...
The major influence on the language children learn is the culture's socialization practices, which aim to establish and maintain the "language learning games" of the culture (Tomasello, 1992~. Socioeconomic Status.
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From page 65... ...
Moreover, the severity of the impact of socioeconomic status (SES) on the child's development appears to be highly responsive to the number of risk factors that characterize the home environment; poverty alone would predict an impact far smaller than poverty in the context of a single-parent home with low parental education and maternal depression (Sameroff, 1989~.
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From page 66... ...
1993 22 22 24 32 Born Sep.-Dec. 1993 27 25 22 26 Mother's Education Less than high school 32 28 24 17 High school diploma or equivalent 23 23 24 30 Some college, including vocational/technical 17 20 24 39 Bachelor's degree or higher 8 14 23 56 Family Type Single mother 26 24 24 25 Single father 22 25 24 29 Two parent 16 19 24 41 Welfare Receipt Utilized AFDC 32 27 22 19 Never utilized AFDC 17 19 24 40 Primary Language Spoken in Home Non-English 26 22 24 28 English 18 20 24 38 Child's Race/Ethnicity White, non-Hispanic 14 18 24 45 Black, non-Hispanic 29 26 24 21 Asian 15 19 22 43 Hispanic 24 23 26 27 Hawaiian Native/Pacific Islander 30 27 19 23 American Indian/Alaska Native 38 27 18 17 More than one race, non-Hispanic 18 23 24 35
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From page 67... ...
Research and survey data suggest that families from lower-SES groups provide a similar array of language experiences as families in higher-SES groups, but the quantity of verbal interaction, and thus the vocabulary of the child, is much more limited (Hart and Risley, 1995~. Moreover, language-rich environments are typically associated with activities like book reading, which by itself has a relatively modest predictive value (National Research Council, 1998~.
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From page 68... ...
Some college, including vocational/technical 69 30 17 2 1 Bachelor's degree or higher 86 50 32 6 2 Family Type Single mother 53 18 10 1 * Single father 58 21 11 2 1 Two parent 70 33 19 3 1 Welfare Receipt Utilized AFDC 41 11 5 1 *
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From page 69... ...
* NOTES: Estimates based on first-time kindergartners who were assessed in English (approximately 19 percent of Asian children and approximately 30 percent of Hispanic children were not assessed)
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From page 70... ...
1993 27 29 28 17 13 Born Sep.-Dec. 1993 30 28 27 15 14 Mother's Education Less than high school 62 24 10 4 35 High school diploma or equivalent 31 32 26 11 15 Some college, including vocational/technical 17 31 33 19 8 Bachelor's degree or higher 7 22 40 31 3 Family Type Single mother 40 30 21 10 19 Single father 37 30 22 10 18 Two parent 21 28 32 19 11 Welfare Receipt Utilized AFDC 52 27 14 7 26 Never utilized AFDC 23 28 31 18 11 Primary Language Spoken in Home Non-English 65 25 7 3 25 English 20 29 32 19 11
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From page 71... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 71 Jumbers y Child Home Number of Children's Records, Audio Tapes, or CDs in Child's Home 101 + None 1-5 6-10 11-20 21 + 17 13 24 22 21 20 16 14 25 22 20 19 17 12 24 21 23 21 24 18 17 17 15 4 19 31 10 10 19 11 13 12 13 14 35 15 8 3 19 18 11 18 24 24 24 26 33 29 24 12 29 27 23 24 21 22 22 21 15 22 25 22 20 18 22 21 22 21 21 21 9 19 23 31 17 20 23 26 21 20 19 18 8 22 32 15 18 22 7 26 32 17 14 11 18 11 23 22 22 21 3 25 38 16 12 9 19 11 22 22 23 22 continued on next page
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From page 72... ...
Council, 1998~. To the extent that the same dynamic is at work in preschool programs, we would expect that the potential for preschool to provide opportunities for children from low-SES groups to acquire skills they might not otherwise acquire will be realized only if those programs provide the quality of learning experience to which children in higher-SES groups are exposed.
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From page 73... ...
year-old with impaired nonverbal IQ as well as impairments in all domains of language would have the highest risk of poor outcomes in school, whereas a 2-year-old with an exclusively phonological impairment would have a much lower risk (Whitehurst and Fischel, 1994~. Mathematics Skills Research on the responsiveness of infants to change in number has suggested that humans are "predisposed" to learn simple
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From page 74... ...
22 35 40 12 Two parent 1 16 36 47 7 Welfare Receipt Utilized AFDC 3 32 28 38 8 Never utilized AFDC 1 17 36 46 8 Primary Language Spoken in Home Non-English 4 28 30 38 10 English 1 17 36 46 7 Child's Race/Ethnicity White, non-Hispanic 1 13 37 49 7 Black, non-Hispanic 2 31 33 35 10 Asian 1 23 29 47 7
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From page 75... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 75 he tories fiery Day Tell Stories Not at All 1-2 3-6 Every Day 8 36 9 36 7 37 30 25 30 25 31 26 8 32 34 25 8 38 31 24 8 37 30 26 8 37 31 25 8 33 30 29 10 42 25 23 9 39 29 23 35 32 26 ~ 31 35 29 9 38 28 25 12 34 28 26 7 36 31 26 8 39 26 26 8 36 31 25 10 37 27 26 7 36 31 25 10 35 40 37 33 26 28 25 24 28 continued on next page
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From page 76... ...
15 42 43 8 Child's Race/Ethnicity by Maternal Education High school diploma/equivalent or more White, non-Hispanic * 12 38 50 7 Black, non-Hispanic 1 29 35 35 9 Asian 1 21 29 49 5 Hispanic 2 22 34 42 8 Less than high school diploma or equivalent White, non-Hispanic 3 25 30 43 8 Black, non-Hispanic 4 41 23 32 13 Asian 4 35 26 34 16 Hispanic 5 36 26 33 11 NOTES: Estimates based on first-time kindergartners.
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From page 77... ...
On level 3 taskssequencing numbers, reading two-digit numerals, identifying ordinal position of an object, and solving a simple word problem 20 percent passed (Table 3-6~. Differences in mastery of early mathematical concepts is, like language mastery, related to socioeconomic status (Case and Griffin, 1990; Case et al., 1999; National Center for Education Statis
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From page 78... ...
1993 5 22 27 46 8 Born Sep.-Dec. 1993 5 21 27 47 7 Mother's Education Less than high school 12 27 19 43 14 High school diploma or equivalent 6 24 25 46 9 Some college, including vocational/technical 4 21 29 47 5 Bachelor's degree or higher 3 21 32 44 3 Family Type Single mother 6 21 22 51 10 Single father 12 28 25 36 9 Two parent 5 23 28 44 6 Welfare Receipt Utilized AFDC 7 22 21 49 11 Never utilized AFDC 5 23 28 44 7 Primary Language Spoken in Home Non-English 11 28 23 38 15 English 4 22 27 46 6
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From page 79... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 79 he tsancl Arts and Crafts ery Day Not at All 1-2 3-6 Every Day 7 40 32 20 8 42 32 18 7 38 33 23 6 44 32 18 8 41 31 19 7 40 32 21 8 39 33 21 7 37 33 23 14 41 22 23 9 41 30 20 5 39 35 20 3 38 39 20 10 40 29 21 9 43 22 26 6 40 34 20 11 40 26 24 7 40 33 20 15 38 25 23 6 40 34 20 continued on next page
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From page 80... ...
tics, 2000~. Mother's education, family type, welfare receipt, race/ ethnicity, and primary language are all related to test scores (see Table 3.6~.
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From page 81... ...
. siderable mathematical skill developed by young children who do not attend school (Saxe, 1991~.
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From page 82... ...
Two parent 95 63 23 5 * Welfare Receipt Utilized AFDC 85 33 6 1 *
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From page 83... ...
* NOTES: Estimates based on first-time kindergartners who were assessed in English (approximately 19 percent of Asian children and approximately 30 percent of Hispanic children were not assessed)
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From page 84... ...
Access to learning opportunities that provide multiple points of entry is of particular importance in early childhood education, for young children have not yet had the instruction that would enable them to use less naturally favored approaches. The NCES survey collected parent ratings on children's task persistence, eagerness to learn, and creativity, and teacher ratings on persistence, eagerness to learn, and attentiveness.
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From page 85... ...
(Whether this means that Asian and white children learn to be more attentive at home or that teachers are less able to communicate expectations well to some minority children is, of course, open to question, as is the accuracy of perceptions of difference.) VARIATION IN SOCIAL AND EMOTIONAL DEVELOPMENT The ability of children to take advantage of learning opportunities in a preschool classroom is greatly influenced by their ability to establish a secure tie to the teacher, and to successfully negotiate relationships with peers (see Chapter 2~.
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From page 86... ...
1993 28 72 8 Born Sep.-Dec. 1993 31 69 10 Mother's Education Less than high school 35 65 15 High school diploma or equivalent 30 70 9 Some college, including vocational/technical 26 74 6 Bachelor's degree or higher 19 81 5 Family Type Single mother 32 68 10 Single father 30 70 9 Two parent 25 75 7 Welfare Receipt Utilized AFDC 35 65 11 Never utilized AFDC 26 74 8 Primary Language Spoken in Home Non-English 29 71 13 English 27 73 8
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From page 87... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 87 he to ally Eagerto Learn Creative Never/ Sometimes OftenNery Often Never/ Sometimes OftenNery Often 8 92 15 85 9 91 17 83 7 93 13 87 8 92 14 86 7 93 14 86 8 92 15 85 8 92 16 84 10 90 20 80 15 85 27 73 9 91 17 83 6 94 12 88 5 95 11 89 10 90 18 82 9 91 15 85 7 93 14 86 11 8 13 8 89 92 87 92 20 15 23 15 80 85 77 85 continued on next page
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From page 88... ...
The NCES survey of children as they enter kindergarten collected parent and teacher ratings of the children's prosocial and problem behaviors. Parents were asked to rate children on the frequency with which they easily join others in play, make and keep friends, and comfort or help others.
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From page 89... ...
Children from families with characteristics that were risk factors for math and language development single mothers with low education levels who have received or are receiving welfare also show somewhat less prosocial behavior. Children were rated on a dichotomous scale for exhibiting problem behaviors arguing with others, fighting with others, and angering easily by both teachers (Table 3-11)
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From page 90... ...
1993 34 66 30 Born Sep.-Dec. 1993 37 63 34 Mother's Education Less than high school 39 61 38 High school diploma or equivalent 30 70 28 Some college, including vocational/technical 27 73 22 Bachelor's degree or higher 21 79 17 Family Type Single mother 37 63 33 Single father 39 61 33 Two parent 26 74 23 Welfare Receipt Utilized AFDC 41 59 38 Never utilized AFDC 27 73 24 Primary Language Spoken in Home Non-English 31 69 32 English 28 72 25
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From page 91... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 91 he rto Eagerto Learn Attention Never/ Sometimes OftenNery Often Never/ Sometimes OftenNery Often 25 29 22 21 20 23 30 34 38 28 22 17 33 33 23 38 24 32 25 75 71 78 79 80 77 70 66 62 72 78 83 67 67 77 62 76 68 75 34 42 26 30 27 32 39 43 45 36 32 25 44 45 31 47 32 37 34 66 58 74 70 73 68 61 57 55 64 68 75 56 55 69 53 68 63 66 continued on next page
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From page 92... ...
The large majority of children are reported by both parents and teachers as infrequently engaging in fighting and angering easily, although teachers report fewer problem behaviors than parents. Teachers and parents also diverge on observations of gender differences; teachers report substantial differences between the genders, with boys engaging in problem behaviors far more frequently than girls.
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From page 93... ...
Teachers report a higher incidence of problem behaviors among black children than do parents, with Asian children reported by both groups to engage less in arguing and fighting. Both parents and teachers report more problem behaviors when a child is in a single-parent family than in a two-parent family.
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From page 94... ...
1993 14 86 12 Born Sep.-Dec. 1993 18 82 14 Mother's Education Less than high school 21 79 20 High school diploma or equivalent 15 85 12 Some college, including vocational/technical 13 87 9 Bachelor's degree or higher 12 88 9 Family Type Single mother 16 84 13 Single father 12 88 11 Two parent 14 86 11 Welfare Receipt Utilized AFDC 17 83 15 Never utilized AFDC 14 86 11 Primary Language Spoken in Home Non-English 23 77 21 English 13 87 10 Child's Race/Ethnicity White, non-Hispanic 10 90 9 Black, non-Hispanic 16 84 13 Asian 22 78 18
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From page 95... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 95 he r, by Make Friends Comfort Others Never/ Sometimes OftenNery Often Never/ Sometimes OftenNery Often 11 89 18 82 13 87 22 78 10 90 14 86 11 89 18 82 11 89 18 82 11 89 18 82 12 88 18 82 14 86 20 80 20 80 29 71 12 88 18 82 9 91 15 85 9 91 15 85 13 87 19 81 11 89 19 81 11 89 18 82 15 85 21 79 11 89 17 83 21 79 30 70 10 90 17 83 9 91 15 85 13 87 19 81 18 82 28 72 continued on next page
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From page 96... ...
It is one of the most easily and reliably measurable aspects of children's personalities because several of its components are measured by using laboratory instruments to record physical changes, such as heart rate increase. It can therefore be assessed at infancy, and it has been shown to endure over time (Caspi et al., 1995; Guerin and Gottfried, 1994; Plomin et al., 1993; Kagan, 1994)
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From page 97... ...
At one extreme is the inhibited child, who exhibits fear and effortfu] control (difficulty maintaining equilibrium when confronted with challenging situations)
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From page 98... ...
1993 27 73 26 Born Sep.-Dec. 1993 31 69 26 Mother's Education Less than high school 31 69 30 High school diploma or equivalent 27 73 25 Some college, including vocational/technical 25 75 22 Bachelor's degree or higher 24 76 19 Family Type Single mother 31 69 29 Single father 33 67 33 Two parent 24 76 21 Welfare Receipt Utilized AFDC 33 67 33 Never utilized AFDC 25 75 22 Primary Language Spoken in Home Non-English 29 71 28 English 26 74 23
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From page 99... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 99 the ior, by Form Friendships Comfort Others Never/ Sometimes OftenNery Often Never/ Sometimes OftenNery Often 23 27 20 25 20 22 26 26 30 25 22 19 29 33 21 33 22 28 23 77 73 80 75 80 78 74 74 70 75 78 81 71 67 79 69 78 72 77 49 57 40 46 46 48 51 54 58 50 47 43 54 59 47 57 47 56 48 51 43 60 54 54 52 49 46 42 50 53 57 46 41 53 43 53 44 52 continued on next page
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From page 100... ...
Once fearful inhibition is established, individual differences in the relative strength of approach versus avoidance appear to be relatively enduring aspects of temperament in novel or intense situations (Rothbart and [ones, 1998~. Effortful control, in contrast, emerges among toddlers and undergoes strong development at ages 2 to 4 but continues to develop in later childhood and adolescence.
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From page 101... ...
control as a temperament dimension (Posner and Rothbart, 1998~. One of the most important conclusions from recent research about temperament differences in children has been that the actual temperament category or personality style has less importance than the "goodness of fit" or appropriateness of that category or style with the child's larger community (Rothbart et al.,
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From page 102... ...
1993 88 12 89 Born Sep.-Dec. 1993 89 11 88 Mother's Education Less than high school 87 13 86 High school diploma or equivalent 88 12 90 Some college, including vocational/technical 90 10 91 Bachelor's degree or higher 91 9 93 Family Type Single mother 85 15 87 Single father 82 18 82 Two parent 90 10 91 Welfare Receipt Utilized AFDC 84 16 85 Never utilized AFDC 90 10 91 Primary Language Spoken in Home Non-English 91 9 89 English 89 11 90
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From page 103... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 103 the , by Fight with Others y Often Never/ Sometimes OftenNery Often Easily Get Angry Never/ Sometimes OftenNery Often 90 10 89 11 89 1 1 86 14 92 8 91 9 91 9 89 11 91 9 90 10 91 9 89 11 89 11 88 12 88 12 86 14 86 14 87 13 90 10 88 12 91 9 89 11 93 7 90 10 87 13 86 14 82 18 85 15 91 9 90 10 85 15 85 15 91 9 89 11 89 11 88 12 90 10 89 11 continued on next page
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From page 104... ...
A child with an inhibited or siow-to-warm temperament may actually be more similar to his or her peers if that child is living in a Japanese community, and in such a context, an uninhibited child may actually suffer greater negative consequences. The interaction between temperamental characteristics and environmental demands has important implications for early childhood education and care.
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From page 105... ...
The uninhibited child may need the most help when she or he is being asked to engage in activity that is more quiet, focused, and routine. The key is to recognize that social competence is itself a measure of adaptability within a particular social group, and that there are numerous appropriate ways of demonstrating social competence that are in some cases in direct opposition to one another.
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From page 106... ...
1993 67 33 84 Born Sep.-Dec. 1993 69 31 85 Mother's Education Less than high school 64 36 79 High school diploma or equivalent 65 35 83 Some college, including vocational/technical 69 31 87 Bachelor's degree or higher 72 28 90 Family Type Single mother 65 35 82 Single father 68 32 90 Two parent 69 31 86 Welfare Receipt Utilized AFDC 64 36 79 Never utilized AFDC 68 32 86 Primary Language Spoken in Home Non-English 73 27 85 English 67 33 85
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From page 107... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURAL VARIATIONS 107 the by Fight with Others Easily Get Angry Never/ Sometimes OftenNery Often Never/ Sometimes OftenNery Often 85 84 86 87 86 86 84 85 79 83 87 90 82 90 86 79 86 85 85 15 16 14 13 14 14 16 15 21 17 13 10 18 10 14 21 14 15 15 83 81 85 84 84 84 82 81 71 82 86 88 78 84 85 74 84 79 84 17 19 15 16 16 16 18 19 29 18 14 12 22 16 15 26 16 21 16 continued on next page
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From page 108... ...
108 TABLE3-12 Continuccl EAGER TO LEARN Argue with Others Fight wit Characteristic Never/ Sometimes OftenNery Often Never/ S Child's Race/Ethnicity White, non-Hispanic 67 33 86 Black, non-Hispanic 67 33 84 Asian 78 22 90 Hispanic 70 30 84 Hawaiian Native/Pacific Islander 71 29 80 American Indian/Alaska Native 66 34 82 More than one race, non-Hispanic 65 35 86 Child's Race/Ethnicity by Maternal Education High school diploma/equivalent or more White, non-Hispanic 68 32 87 Black, non-Hispanic 69 31 86 Asian 77 23 89 Hispanic 70 30 84 Less than high school diploma or equivalent White, non-Hispanic 53 47 73 Black, non-Hispanic 58 42 75 Asian 85 15 96 Hispanic 72 28 83 NOTE: Estimates based on first-time kindergartners. Percentages may not sum to 100 due to rounding.
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From page 109... ...
. ings toward the self, emotional control in social settings, and positive support from significant adults, such as teachers, parents, and significant others.
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From page 110... ...
Beginning with the classic studies of Margaret Mead and John and Beatrice Whiting of young children and families in the Pacific Islands, Africa, India, and South America as well as in the United States, there is a solid knowledge base on variations around the world in children's social developmental pathways. We know, for example, that social competence is a culturally de
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From page 111... ...
Developmental psychologists are paying more careful attention to the influence of cultural background on the development of children's social and emotional capacities. Cultural context creates the social settings in which people act and shapes their expectations within these settings.
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From page 112... ...
Finally, cultural context influences what parents expect of early childhood education. Lucia French's work with Korean preschoolers, for example, notes a curricular commitment to enhancing children's attentional skills rather than any particular domain of content or knowledge (French and Song, 1998~.
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From page 113... ...
Modifications in the social organization of the classroom, which allowed for peer-assisted learning and for children to shape their activities, in addition to adaptations in instructional practices designed to be more compatible with Native Hawaiian culture, resulted in marked academic improvement in primary grade children's performance (Vogt et al., 1987~. These researchers advocated for selective accommodation of the classroom to children's natal culture.
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From page 114... ...
In contrast to the Native Hawaiian culture, some American Indian peoples utilize a longer wait time. For example, Pueblo Indian children have been observed to wait longer before they respond to a question.
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From page 115... ...
This style predominates in mainstream schooling and employment; it may be seen contributing to the instructional and cognitive games parents play with their children. The second style is the visual and holistic, one in which phenomena are observed, committed to memory, and acted on only when competence can be displayed.
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From page 116... ...
and found not only relations between individual variations in these behaviors and children's problem-solving behaviors, but also that mothers vary their instructional strategies according to their perceptions of the child. For example, in one longitudinal study, children perceived as difficult were given fewer opportunities to discover strategies on their own, received more disapproving comments and physical redirecting of their actions by their mothers, and worked with mothers who tended to take charge of the more challenging tasks, thereby giving children less opportunity to practice these aspects of the task (Gauvain and Fagot, 1995~.
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From page 117... ...
The NCES survey of children as they enter kindergarten measured fine motor skills (with ECLS-K direct measures) involved in constructing forms with wooden blocks, copying simple figures, and drawing a person.
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From page 118... ...
There is also substantial variation by race/ethnic category for both fine and gross motor skills. In the fine motor skills tests, Asian children scored highest (49 percent in the high category)
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From page 119... ...
THE IMPORTANCE OF INDIVIDUAL AND CULTURE VARIATIONS 119 TABLE3-13 Continuecl Characteristic Mean Score Lower Score Distribution (percent) Middle Higher Family Type Single mother 5 37 35 28 Single father 6 31 41 28 Two parent 6 26 37 37 Welfare Receipt Utilized AFDC 5 44 33 23 Never utilized AFDC 6 26 37 37 Primary Language Spoken in Home Non-English English Child's Race/Ethnicity White, non-Hispanic Black, non-Hispanic Asian Hispanic Hawaiian Native/Pacific Islander American Indian/Alaska Native More than one race, non-Hispanic 6 31 35 34 6 28 36 36 6 5 6 6 6 6 24 41 15 31 27 31 28 37 33 36 36 32 39 41 39 26 49 33 41 30 31 Child's Race/Ethnicity by Maternal Education High school diploma/equivalent or more White, non-Hispanic 6 23 37 40 Black, non-Hispanic 5 39 33 28 Asian 7 14 36 50 Hispanic 6 27 35 38 Less than high school diploma or equivalent White, non-Hispanic 5 44 Black, non-Hispanic 4 51 Asian Hispanic 6 18 5 39 34 34 33 37 22 16 49 24 NOTE: Estimates based on first-time kindergartners.
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From page 120... ...
1993 6 31 36 33 Born Sep.-Dec. 1993 6 37 35 28 Mother's Education Less than high school 6 30 35 35 High school diploma or equivalent 6 28 35 37 Some college, including vocational/technical 6 25 35 40 Bachelor's degree or higher 5 24 34 42 Family Type Single mother 6 26 33 41 Single father 6 33 33 34 Two parent 6 27 35 38 Welfare Receipt Utilized AFDC 6 29 32 38 Never utilized AFDC 6 26 35 39 Primary Language Spoken in Home Non-English English Child's Race/Ethnicity 6 30 34 36 26 35 39 6 White, non-Hispanic 6 28 35 37 Black, non-Hispanic 7 21 33 46
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From page 121... ...
Children with disabilities vary as much as all children do in temperament, personality, and family culture (Meisels and Shonkoff, 2000~. Studies have shown, however, that chiefly on
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From page 122... ...
were served in regular preschool classrooms. The NCES survey collected data on children at kindergarten entry who have developmental difficulties as reported by parents in the areas of activity level, attention, coordination, and articulation (Table 3-15~.
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From page 125... ...
125 Cal O ~ ~ O ~ ~ (D ~ CO CO CO ~ ~ CO CO CO ~ ~ Cal CO ~ ~ o ~ ~ ~ Cal Cal ~ ~ 00 ~ ~ 00 (D Cal (D ~ Cal ~ ~ Cal CO .° ~ ~ C\S o — =7 o o _ ~ Cal Cal ~ ~ ~ ~ o can ~ I ,C~ C,, _ .O Cal Q ~ t~ cot To cot c;S c' Q I I I, I ._ — , , =, ~ o °~ ~° C~ ~ °~ ~° C~ c,, =, ~ m ~ I U~ ~ m ~ I =7 I — .
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From page 126... ...
There were small differences in coordination and articulation by race, with black, Hispanic, Asian, and mixed race children identified less often with coordination problems than other races. SUMMARY While development occurs in a similar fashion for all children, developmental differences are the inevitable result of individual genetic and experiential variations and differing cultural and social contexts.
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From page 127... ...
Regarding cultural background, there is a solid knowledge base on variations around the world in children's social developmental pathways, such as those needed for collectivist values and those for societies that value independence and autonomy. In the United States, research is now being conducted on the various cultural groups that make up the population, for certain developmental psychologists are paying more careful attention to the influence of cultural background on the development of children's social and emotional capacities.
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