Parental beliefs and children's everyday planning in European-American and Latino families

doi:10.1016/S0193-3973(99)80043-4

Journal of Applied Developmental Psychology

Volume 19, Issue 3, July–September 1998, Pages 319-340

https://doi.org/10.1016/S0193-3973(99)80043-4 Get rights and content

Abstract

This study examined parents' beliefs about the ages at which children should be able to plan and participate in various activities and responsibilities, with particular attention to cultural differences in these parental beliefs. Parents of 163 children between the ages of 5 and 12 participated, with 85 of the families European-American and 78 Latino. The parents completed a 10-page survey that tapped their beliefs about the age at which the “average” child and their own child will be / were able to plan and participate in various activities, as well as their child's actual planning of and participation in various activities. European-American and Latino parents differed in their beliefs about when both the “average” child and their own child were able to do this, with Latino parents providing higher ages. However, Latino parents with higher acculturation levels tended to believe that children could engage in planning-related activities at younger ages than Latino parents of lower acculturation levels. Results are discussed in relation to parental beliefs and practices in these two groups.

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Parental beliefs and children's everyday planning in European-American and Latino families

Abstract

Infant Behavior and Development

Boys and girls: The development of gender roles

The study of culture, ethnicity, and race in American psychology

American Psychologist

The ecology of human development

Ecologically valid frameworks of development: Accounting for continuities and discontinuities across contexts

The zone of proximal development: Where culture and cognition create each other

An acculturation scale for Mexican American normal and clinical populations

Hispanic Journal of Behavioral Sciences

Socializing young children in Mexican-American families: An intergenerational perspective

Sex differences in toddlers' behavior and parental reaction

Developmental Psychology

The influence of sex of child on parental reactions to toddler children

Child Development

Interaction and attachment in normal and atypical infants

Journal of Consulting and Clinical Psychology

Blueprints for thinking: The role of planning in psychological development

Development of a Cuban ethnic identity questionnaire

Latino Journal of the Behavioral Sciences

Thinking in niches: Sociocultural influences on cognitive development

Human Development

Collaborative problem solving and children's planning skills

Developmental Psychology

Children's everyday activities

Parents' ideas about parenting and development: A review of issues and recent work

Mother's developmental timetables in two cultural groups

International Journal of Psychology

Development according to parents: The nature, sources, and conse quences of parents' ideas

Current activity for the future

Determinants of complexity in Mexican-American and Anglo-American mothers' conceptions of child development

Child Development

Acculturation and SES effects on Mexican-American parents' concepts of development

Child Development

The HHS Poverty Guidelines [on line]

Maternal expectations for mastery of developmental tasks in Japan and the United States

International Journal of Psychology

Cross-cultural studies in psychology

International Journal of Psychology

Concepts and methods in the cross-cultural study of personality development

Human Development

Maternal handling and motor development: An intracultural study

Genetic, Social and General Psychology Monographs

Maternal expectations of their infants' development: Some cultural differences

Developmental Medicine and Child Neurology

Maternal teaching strategies in Chicano and Anglo-American families: The influence of culture and education on maternal behavior

Child Development

School, occupation, culture, and family: The impact of schooling on the parent-child relationship

Journal of Educational Psychology