The current paper examines variations among parents and carers along these dimensions of parenting, and reports associations between parenting and culture among the parent and carer samples, and associations of parenting to early childhood education/experience among the sample of carers. Parents and carers provided independent information about aspects of parenting, including parenting goals, discipline beliefs, and expected ages and stages of development. The children were aged 0-4 years ( M = 29.2) and 143 (55.4%) of the study children were boys. The parents and carers of 238 individual children took part in the study, reporting on 87 children from Anglo-Celtic backgrounds, 82 children from Somali backgrounds, 68 children from Vietnamese backgrounds, and 21 children from other diverse (non-Anglo) backgrounds. Study participants were recruited through contact with long day care services and family day care schemes in inner-city Melbourne with large enrolments of Somali and Vietnamese children. The level of early childhood education and training received by child care workers, as well as their years of experience in the early childhood profession, are also thought to have considerable influence on ways of thinking about children and childrearing, potentially increasing differences between parents and carers. Its aim was to measure social aspects of children's home and day care environments, and to quantify the nature and extent of differences between these two systems.Īs beliefs about child development and the factors that influence it vary considerably according to cultural context, it was expected that children raised according to a 'non-Anglo' cultural tradition would be required to make considerable adaptations to a mainstream day care service that is organised and managed according to the dominant Australian culture and a 'Western' perspective of child development. The Child Care in Cultural Context (CCICC) study puts the spotlight on the experiences of children from culturally and linguistically diverse (CALD) cultural backgrounds attending long day care services in Melbourne, Australia. ![]() However, little attention has been devoted to understanding differences between children's home environment and their child care context, and whether or not discontinuities between these two social systems have implications for development. ![]() Increasingly, it is acknowledged that the effects of day care need to be considered in the light of children's circumstances and experiences at home. It is suggested that carers take the necessary steps to understand children's home environments so that new and potentially conflicting day care experiences can be acknowledged and addressed.Ī great number of Australian children spend time in non-parental day care, and studies continue to address important questions about the impact of these experiences on children's adjustment and development. However, the nature and extent of disagreement between parents and carers varied among culturally 'mixed' dyads and culturally 'matched' dyads, suggesting that children from CALD backgrounds who are looked after by a carer from a different cultural background may encounter competing and potentially confusing expectations and responses in day care. The analyses show cultural variations in parental beliefs and behaviours, as well as differences in these aspects of parenting between parents and day care providers generally. ![]() The nature and extent of differences in parenting across home and day care environments, and the association of differential parenting to similarities and differences in the cultural backgrounds of carers from each of these two settings, are also addressed. Using data from the Australian Institute of Family Studies' Child Care in Cultural Context (CCICC) study, this paper explores how children from Anglo, Somali and Vietnamese cultural backgrounds are parented at home and in day care, focusing on the extent to which parenting beliefs and behaviours vary according to cultural background. It may therefore be quite common for Australian children to experience differential parenting in their transitions between home and day care, particularly if they are from culturally and linguistically diverse (CALD) backgrounds. It may also depend on the nature of the caregiver's relationship to the child (whether the caregiver is a parent or unrelated day care provider, for example), as well as the context in which the relationship takes place. ![]() Parenting is known to vary as a function of culture and education.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |