Learning From Latino Families: Child Care and Early Education Perspectives

• In Event: Roundtable Session 26
  In Roundtable Session: Race, Culture, Class, and Gender in Early Childhood Contexts: From Research to Policy and Practice

Abstract

Objective
The purpose of the study is to learn how positive child-rearing processes occurring inside the home can be carried into out of home settings such as child care for Latino families. In New Mexico and Arizona, two states with high rates of concentrated poverty (Turner & Kay, 2006), less than half of the Latino families choose formal early care and education systems (Kids Count 2013). Many Latino families have limited participation in preschool programs, due largely to either poorly served urban communities or isolated rural areas with limited infrastructure, and language barriers. Yet ninety-six percent of Hispanic families believe that preschool is important for their children because they perceive that those who attend will have an academic advantage (Perez & Zarate, 2006). Research supports this view as Gormley found (2004, 2005) that Latino children show strong gains in cognitive and language skills when attending “quality programs.”

Perspective
An eco-cultural perspective (Weiner, 2002) guides the investigation to understand how social norms and language, embedded within a geographic and economic context, provide support and challenges for Latino families and children. This theoretical lens brings culture into developmental research, taking into consideration what is important for children’s development within the various models of family care and everyday activities.

Methods
A qualitative approach is utilized with diverse Latino families representing distinct regions/communities in both focal states. Themes are identified from semi-structured interviews with parents, extended family members, and community professionals to understand cultural and community characteristics that underlie success for Latino families with young children.

Data Sources and Results
Fuller & Garcia Coll (2010) state that researchers need to be “learning from Latinos” to better understand how positive child-rearing processes occurring inside the home can be carried into out of home settings such as child care. Perhaps more Hispanic families would seek early care and education if educational programs better reflected their cultural experiences and aspirations (Nakagawa, Swadener, & Peters, in press).

Scholarly Significance
To better serve young Latino children, it is essential that early childhood programs be attuned to the socioeconomic, cultural, and linguistic backgrounds of families in order to effectively provide outreach, curriculum, professional development of early childhood teachers, parental engagement strategies, and transitions to kindergarten that are culturally responsive (Puente & Hernandez, 2009). Lynd (2007) argues that to accomplish change in the U.S. for Latinos we should look toward what is working for children and families and build upon those practices. Previous research on “best practices” for Hispanic children points to the importance of affirming home language, values and culture in early care and education. This study is grounded in such an approach and fundamentally anchored in a non-deficit orientation to toward Hispanic children and families.

Authors

• Elizabeth J. Cahill, New Mexico State University

• Beth Blue Swadener, Arizona State University