Brooker (2003) Learning how to learn: Parental ethnotheories and young children's preparation for school

 
 

ABSTRACT This paper discusses one aspect of the findings from an ethnographic study of the ways in which four-year-old children learn, and are taught, at home and in their Reception class. The children were from twa distinctive cultural backgrounds within the same urban neighbourhood: one-half belonged to UK ('Anglo') families, and one-half to families from Bangladesh. They were observed and assessed throughout their first school year. and additional data were collected from interview with parents, practitioners and the children themselves. Analysis of the data suggested that one way of understanding the variation in the children's experiences was through the ethnotheories or cultural belief systems, of their home communities—such as their parents' concepts of childhood, and their theories of intelligence and instruction.

 
 

The paper argues that such differences in children's home preparation have consequences for their school experience, and carry implications for their school providers. The study of parental ethnotheories, therefore, may help to explain, and alleviate, the differences in school achievement of children from diverse backgrounds. However, accessing respondents' personal theories presents both ethical and methodological problems. particularly when she researcher is working wish socially disadvantaged groups.

 
 

• Some thoughts…
  
• Page 7
  
  • Bangladeshi mothers described as having an 'uninvolved' stance towards 'childish interests' and little expectation of 'joining with' their children in these activities. This stance theorised to enable the involvement and participation of children in family daily routines and adult sociable activities - children are not seen as separate social group but rather as 'newest recruits' to family life that spans generations. Children are effectively included as full family members.
    
  • The English Bangladeshi families continued with an 'integrated' day common in their original villages - children of all ages co-sleep with sibs or mothers and are permitted to fall asleep as and when and where needed. No concept of 'bed time', let alone 'story-time'. Mealtimes also flexible. Children may be awake therefore until late evening when other members of family return home from work - sleep late in mornings - therefore not punctual to school. Also school day with rigid temporal requirements not a familiar concept.
    
  • Domestic space used entirely flexibly in home environment - difficult therefore for children to understand 'hidden rules' of school setting where there is time and place for everything - e.g. to clear up, where you play with water/sand.
    
• Page 8
  
  • Contrast in helping activities in home. Anglo mothers tend to allow 'helping' as a form of play, whereas, Bangladeshi children never described as 'helping' although observed to carry out many adult-like tasks with no element of 'play. Their contribution not remarked - normal way to act in family - integration of adults and children in all activities means these household tasks follow naturally from family relationships and view of childhood.
    
  • Anglo children = 'role playing' of adult responsibilities vs Bangladeshi children = assumption of responsible roles. But then all engaging in 'child-centred' classroom environment.
    
• Page 9
  
  • Contrast. Bangladeshi mothers focused on listening with less emphasis on speech. Anglo mothers focused on speech with less emphasis on listening.
    
  • Parents prepared children differently for early years school setting. Bangladeshi parents = be good, sit down, study, behave well, listen. Anglo parents = be outgoing, be active, be chatty. Fundamentals of classroom/school pedagogy were similar to Anglo expectations therefore some Bangladeshi children did not display favoured learning dispositions - 'curiosity, independence, motivation, communicative competence'.
    
  • Some difficulty for Bangladeshi children left to their own devices - ie to 'choose and play' as they desired.