Maternal Teaching During Play With Four-Year-Olds: Variation by Ethnicity and Family Resources

Abstract

Mothers' spontaneous teaching of their 4-year-olds was observed during block play in 230 dyads from low-income African American, Mexican, Dominican, and - Chinese backgrounds. Blocks contained graphics that could be used to teach concepts in literacy, math, construction, or body/color. Coders noted how often - mothers taught each of the concepts, and whether they taught at basic ("This is an 'A'") or advanced ("C-a-t spells cat") levels. Additionally, mothers' negative and positive affect and feedback were coded. Ethnic differences were seen in the - concepts that mothers taught, the levels of their teaching, and the amount and valence of mothers' feedback and affect towards their children. Within immigrant families, English-language use was positively associated with amount of teaching, engagement in advanced teaching, and feedback to - children. The sociodemographic - characteristics of families shape parents' structuring of learning opportunities for children and in turn influence children's developing skills and school readiness.