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ERIC Number: EJ1429840
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: EISSN-1556-6935
Latino Home Learning Opportunities, Parental Growth Mindset, and Child Academic Skills
Diana Leyva; Gloria Yeomans-Maldonado; Christina Weiland; Anna Shapiro
Early Education and Development, v35 n6 p1141-1155 2024
Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children's academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities, parental mindsets, and child academic skills in a sample of 107 Latino parents and their kindergartners (M age = 67 months; 51% girls). Home learning opportunities were measured via a survey that included conventional learning practices (e.g. book sharing) and food practices (e.g. mealtime conversations). Parental mindsets were assessed through a widely used mindset scale. Child academic skills were assessed using standardized and non-standardized tests. Research Findings: Parental growth mindsets positively related to food practices ([beta] = 0.29) and there was suggestive evidence that food practices positively related to child expressive vocabulary ([beta] = 0.35). Conventional learning practices and parental growth mindset did not relate to child outcomes. Practice or Policy: If replicated in larger samples, findings suggest that Latino parents might view food practices as prime learning opportunities for their children. In addition, results suggest that food practices might foster Latino children's academic skills. Findings have the potential to inform family interventions targeting Latino families.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Related Records: ED662941
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B150012; R305B170015