Child Cognitive Development and Parent Roles: A Preliminary Comparison of Moroccan Parents to United States and United Kingdom Benchmarks.
There is a dearth of research examining what parents in MENA region know about children's brain development and the type of activities they engage their young children at home to promote their cognitive development. This article describes and compares the views and behaviors of parents with children...
| Publicado en: | Journal of Child & Family Studies Vol. 33; no. 1; pp. 214 - 226 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Nature
Jan2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=175076785&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 175076785 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Jan2024 vid: 33 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 175076785 10.1007/s10826-023-02542-y ppf: 214 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 620KB tig: atl: Child Cognitive Development and Parent Roles: A Preliminary Comparison of Moroccan Parents to United States and United Kingdom Benchmarks. aug: au: Karam, Rita T. Zellman, Gail L. Perlman, Michal affil: https://ror.org/00f2z7n96 RAND Corporation, 1776 Main Street, 90407, Santa Monica, CA, USA https://ror.org/03dbr7087 University of Toronto, 252 Bloor St West, M5S 1V6, Toronto, ON, Canada su: Morocco United Kingdom United States Parent attitudes Teaching Child development Motivation (Psychology) Parenting Health literacy Health attitudes Parent-child relationships Reading Parents Educational attainment Brain physiology Cognition in children Comparative studies Learning strategies Conceptual structures Research funding Books Descriptive statistics Early medical intervention sug: subj: Parent attitudes Teaching Child development Motivation (Psychology) Parenting Health literacy Health attitudes Parent-child relationships Reading Parents Educational attainment Morocco United Kingdom United States Book, periodical and newspaper merchant wholesalers Book, Periodical, and Newspaper Merchant Wholesalers Book Stores Book stores and news dealers Brain physiology Cognition in children Comparative studies Learning strategies Conceptual structures Research funding Books Descriptive statistics Early medical intervention keyword: Child Development MENA Parental Engagement Child Development MENA Parental Engagement ab: There is a dearth of research examining what parents in MENA region know about children's brain development and the type of activities they engage their young children at home to promote their cognitive development. This article describes and compares the views and behaviors of parents with children 0–6 years old from Casablanca, Morocco, the US, and the UK on early parental engagement. Seventy-eight Moroccan parents were compared to 1066 US/UK parents. The study utilizes survey data and explores parents' understanding of and support for their children's early cognitive development. Results reveal that more than fifty percent of Moroccan parents do not see themselves as having an impact on brain development until after the first year of their child's life compared to 10% of US parents, in part because they believe that babies' capacity for learning in the earliest years is limited. Yet Moroccan parents reported higher frequencies of teaching their young children letters and numbers and reading a book to them than US parents. These differences in at-home teaching practices may reflect the higher percentage of US/UK children who participate in early learning programs outside their own homes; such programs are not culturally accepted in Morocco. The belief that there is little capacity for learning in children's earliest years among Moroccan parents may minimize parents' motivation to function as their child's first teacher in the absence of early education programs. Policy implications and interventions are discussed concerning ways to change parents' knowledge and beliefs to motivate early learning activities. Highlights: Moroccan parents view themselves as having limited impact on their children's cognitive development in the early years compared to US parents. Moroccan parents reported higher frequencies of teaching their young children numbers and reading compared to UK parents. Sending very young children to early education centers is less acceptable in Morocco than in the US/UK. Moroccan parents turn to their extended family more than US parents do for guidance on child-rearing. Interventions should be culturally relevant and target sources to whom parents turn for support; home visits are promising. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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