Parents' Beliefs and Knowledge Regarding Child Development and Appropriate Early Childhood Classroom Practices

The intent of this study was to assess low-income parents knowledge and beliefs regarding child development and appropriate classroom practice and to compare their responses with those obtained from a previous survey of upper-income parents (Grebe, 1998). This study group (N=21) consisted of parents or guardians with children in a federally subsidized child-care center. Results indicated a high level of knowledge regarding developmentally appropriate practice and child development. Overall, there were no significant differences in the knowledge between the two income-levels, however, responses to several questions revealed slight differences in beliefs.

Grantor dc:publisher

University of North Texas

Year dc:date

2000

Author dc:creator

• Hughes, Tina M.

Contributors dc:contributor

• Morrison, George S.
• Lawhon, Tommie
• Jacobson, Arminta

• Child development -- United States.
• Early childhood education -- United States.
• Poor parents -- United States.
• low income families
• child development
• federally subsidized childcare
• beliefs
• knowledge

Statement dc:rights

• Use restricted to UNT Community
• Copyright
• Hughes, Tina M.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 47178542
untcat: b2300520
https://digital.library.unt.edu/ark:/67531/metadc2468/
ark: ark:/67531/metadc2468

OAI identifier oai:identifier

info:ark/67531/metadc2468