Spanish-speaking Parent’s Beliefs about Language

Abstract

In recognition of the increasing cultural, linguistic, and economic diversity among the early childhood population, knowledge about parents’ beliefs concerning the way in which children learn has the potential to directly inform early childhood programs charged with the task of developing young children’s language. This is an especially pressing need for the early childhood population of children from Latino, Spanish-speaking, low-income homes; Latinos are the nation’s largest minority group and Latino children under the age of 6 represent one of the fastest growing segments of the population (Passel, Cohn, & Lopez, 2011), but overwhelmingly live in poverty. If we are to effectively serve this growing and academically vulnerable population, there is reason to develop a nuanced understanding of their parents’ beliefs about the way in which children learn and develop language prior to children’s formal school entry.