Early Child Development and Care
Volume 187, Issue 3-4, 2017, Pages 690-706
Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States (Article)
Palacios N.* ,
Kibler A.K. ,
Simpson Baird A.
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a
Curry School of Education, University of Virginia, Charlottesville, VA, United States
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b
Curry School of Education, University of Virginia, Charlottesville, VA, United States
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c
American Institutes for Research, Washington, DC, United States
Abstract
We utilize a within-group framework to understand the association between childcare type and the language-use and vocabulary of second-generation Latino immigrant children. The sample was drawn from a study of a suburban/rural immigrant community to study the role of home experiences on the early language and literacy of young Latino preschoolers (N = 77). We found that Latino families were more likely to use parental care (67%) than other types of childcare. We also found that children in parental care are more likely to spoken to in English by household member, and children in parental care had lower English and Spanish vocabulary scores on average than children attending other types of childcare setting. We highlight factors that situate the results within the experiences that families face as they navigate an early education context with limited community and institutional supports for children’s Spanish language development within formal and informal care settings. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984688942&doi=10.1080%2f03004430.2016.1223074&partnerID=40&md5=6b70516e6da2328ee5070a837ea62291
DOI: 10.1080/03004430.2016.1223074
ISSN: 03004430
Original Language: English