Habilidades de preparación para la escuela y familias hispanas. Revisión documental
Resumen
Este estudio de revisión documental describe investigaciones recientes sobre la participación de las familias hispanas residiendo en los Estados Unidos en estrategias de apoyo a sus hijos e hijas para alcanzar habilidades de preparación para la escuela que pudieran tener un impacto en su desempeño y un impacto en la reducción de la brecha en el rendimiento académico que presentan los estudiantes hispanos en comparación con sus pares no hispanos al iniciar la escolaridad formal. Un total de 14 investigaciones dan cuenta del impacto positivo de la participación de los padres en actividades como la asistencia a programas formales de educación preescolar y visitas domiciliarias, el juego intencional y la lectura compartida como estrategias para el desarrollo de habilidades de preparación para la escuela. El análisis documental permitió identificar consideraciones relevantes como el currículo, el tipo de financiamiento y la asistencia consistente como factores relevantes en la participación en programas formales de educación preescolar.
Descargas
##plugins.generic.paperbuzz.metrics##
Citas
Adams, A. M., Soto-Calvo, E., Francis, H. N., Patel, H., Hartley, C., Giofrè, D., & Simmons, F. R. (2021). Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing, 34(9), 2203–2225. https://doi.org/https://doi.org/10.1007/s11145-021-10133-w
Ansari, A. (2017). The selection of preschool for immigrant and native-born Latino families in the United States. Early Childhood Research Quarterly, 41, 149–160. https://doi.org/10.1016/J.ECRESQ.2017.07.002
Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L. H. B., Hartman, S. C., & Winsler, A. (2017). Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children. Child Development, 88(5), 1743–1756. https://doi.org/10.1111/CDEV.12663
Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(2), 129–137. https://doi.org/10.1111/JCPP.12618
Bierman, K. L., Welsh, J., Heinrichs, B. S., & Nix, R. L. (2018). Effect of preschool home visiting on school readiness and need for services in elementary school a randomized clinical trial. JAMA Pediatrics, 172(8), e181029. https://doi.org/10.1001/JAMAPEDIATRICS.2018.1029
Brown, C. P., & Lan, Y. C. (2018). Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis. International Journal of Early Years Education, 26(4), 403–421. https://doi.org/10.1080/09669760.2018.1454302
Bustamante, A. S., & Hindman, A. H. (2020). Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start. Early Childhood Research Quarterly, 52, 124–137. https://doi.org/10.1016/j.ecresq.2018.06.003
Castro, R. (2017). Revisión y Análisis Documental para Estado del Arte: Imaginarios Sociales sobre Inclusión Educativa. Revista Latinoamericana de Educación Inclusiva, 11(1), 283–297. https://cutt.ly/iVPUc7Y
Coba-Rodriguez, S., & Jarrett, R. L. (2022). An investigation of the perspectives of low-income Latina mothers with preschoolers transitioning to kindergarten. Journal of Early Childhood Literacy, 22(1), 31–65. https://doi.org/10.1177/1468798420901822
COUNCIL ON EARLY CHILDHOOD., High, P., Klass, P., Donoghue, E., Glassy, D., DelConte, B., Earls, M., Lieser, D., McFadden, T., Mendelsohn, A., Scholer, S., Schulte, E., Takagishi, J., Vanderbilt, D., & Williams, P. (2014). Literacy Promotion: An Essential Component of Primary Care Pediatric Practice. Pediatrics, 134(2), 404–409. https://doi.org/10.1542/peds.2014-1384
Crosby, D., Mendez, J., & Barnes, A. (2019, October 15). Child Care Affordability Is Out of Reach for Many Low-Income Hispanic Households. Child Trends. https://cutt.ly/EVPUBRQ
Gadsden, V. L., Ford, M., & Breiner, H. (2016). Parenting matters: Supporting parents of children ages 0-8. In Parenting Matters: Supporting Parents of Children Ages 0-8. National Academies Press. https://doi.org/10.17226/21868
Garcia, E., & Weiss, E. (2017). Education inequalities at the school starting gate. Economic Policy Institute. https://cutt.ly/sVP3meF
Gennetian, L. A., Mendez, J., & Hill, Z. (2019). How State-level Child Care Development Fund Policies May Shape Access and Utilization among Hispanic Families. Hispanic Children & Families. https://cutt.ly/2VP3vaj
Hill, T., & Palacios, N. (2021). The influence of parental warmth and stress on reading through approaches to learning: Racial/ethnic variation. Infant and Child Development, 30(2), e2210. https://doi.org/10.1002/ICD.2210
Hustedt, J. T., Jung, K., Friedman-Krauss, A. H., Barnett, W. S., & Slicker, G. (2021). Impacts of the New Mexico PreK initiative by children’s race/ethnicity. Early Childhood Research Quarterly, 54, 194–203. https://doi.org/10.1016/j.ecresq.2020.09.006
Jiménez, F., Valdivia, M. A., Morales, R. V., & Yáñez, M. H. (2017). Migración y escuela: Análisis documental en torno a la incorporación de inmigrantes al sistema educativo chileno. Psicoperspectivas, 16(1), 105–116. https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL16-ISSUE1-FULLTEXT-940
Jimenez, M. E., Hudson, S. V, Lima, D., Mendelsohn, A. L., Pellerano, M., & Crabtree, B. F. (2019). Perspectives on shared reading among a sample of Latino parents. Child: Care, Health and Development, 45(2), 292–299. https://doi.org/10.1111/CCH.12634
Jimenez, M. E., Mendelsohn, A. L., Lin, Y., Shelton, P., & Reichman, N. (2019). Early Shared Reading Is Associated with Less Harsh Parenting. Journal of Developmental and Behavioral Pediatrics, 40(7), 530–537. https://doi.org/10.1097/DBP.0000000000000687
LaForett, D. R., & Mendez, J. L. (2016). Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood. Early Child Development and Care, 187(5–6), 910–923. https://doi.org/10.1080/03004430.2016.1223061
Lee, R. H. (2016). Preschool and Academic School Readiness Among Young Children of Asian and Hispanic Immigrant Mothers. Journal of Social Service Research, 42(4), 460–477. https://doi.org/10.1080/01488376.2016.1164105
Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263–274. https://doi.org/10.1016/j.cedpsych.2017.03.006
Nix, R. L., Bierman, K. L., Motamedi, M., Heinrichs, B. S., & Gill, S. (2018). Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness. Early Childhood Research Quarterly, 45, 106–114. https://doi.org/10.1016/J.ECRESQ.2018.06.006
O’Brien, B. A., Ng, S. C., & Arshad, N. A. (2020). The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore. Early Childhood Research Quarterly, 53, 441–452. https://doi.org/10.1016/j.ecresq.2020.05.014
Padilla, C. M., & Ryan, R. M. (2020). School readiness among children of Hispanic immigrants and their peers: The role of parental cognitive stimulation and early care and education. Early Childhood Research Quarterly, 52, 154–168. https://doi.org/10.1016/J.ECRESQ.2018.04.008
Peterson, J., Bruce, J., Patel, N., & Chamberlain, L. (2018). Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children. International Journal of Environmental Research and Public Health, 15(2), 188. https://doi.org/10.3390/ijerph15020188
Peterson, J. W., Huffman, L. C., Bruce, J., Prata, N., Harley, K. G., & Chamberlain, L. J. (2020). A Clinic-Based School Readiness Coaching Intervention for Low-Income Latino Children: An Intervention Study. Clinical Pediatrics, 59(14), 1240–1251. https://doi.org/10.1177/0009922820941230
Pew Research Center. (2019). 20% or more of kindergartners are Hispanic in growing number of states. https://www.pewresearch.org/fact-tank/2019/07/31/kindergarten-demographics-in-us/
Pitts, C. M. T., & Kuhfeld, M. (2020). Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten. Phi Delta Kappan, 102(2), 36–39. https://doi.org/10.1177/0031721720963228
Puccioni, J. (2018). Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement. Journal of Research in Childhood Education, 32(4), 435–454. https://doi.org/10.1080/02568543.2018.1494065
Rispoli, K. M., Koziol, N. A., McGoey, K. E., & Schreiber, J. B. (2019). Parenting, childcare, and children’s pre-kindergarten skills: exploring moderation by race and ethnicity. Early Child Development and Care, 189(6), 946–964. https://doi.org/10.1080/03004430.2017.1359580
Sabol, T. J., Bohlmann, N. L., & Downer, J. T. (2018). Low-Income Ethnically Diverse Children’s Engagement as a Predictor of School Readiness Above Preschool Classroom Quality. Child Development, 89(2), 556–576. https://doi.org/10.1111/cdev.12832
Susman-Stillman, A., Englund, M. M., Storm, K. J., & Bailey, A. E. (2018). Understanding Barriers and Solutions Affecting Preschool Attendance in Low-Income Families. Journal of Education for Students Placed at Risk, 23(1–2), 170–186. https://doi.org/10.1080/10824669.2018.1434657
Takanishi, R., & Le Menestrel, S. (2017). Promoting the educational success of children and youth learning English. In Promoting the Educational Success of Children and Youth Learning English: Promising Futures. National Academies Press. https://doi.org/10.17226/24677
U.S. Department of Education. (2015). A Matter of Equity: Preschool in America. https://eric.ed.gov/?id=ED555741
Welsh, J. A., Bierman, K. L., Nix, R. L., & Heinrichs, B. N. (2020). Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program. Early Childhood Research Quarterly, 53, 151–160. https://doi.org/10.1016/J.ECRESQ.2020.03.009
Wenz-Gross, M., Yoo, Y., Upshur, C. C., & Gambino, A. J. (2018). Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills. Frontiers in Psychology, 9, 1886. https://doi.org/10.3389/fpsyg.2018.01886
Derechos de autor 2022 Minerva Deyanira Castilleja, María de los Ángeles López Ortega
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
