Native American Caregivers' Developmental Priorities for Young Children

IF 1.8 4区医学 Q1 LINGUISTICS Topics in Language Disorders Pub Date : 2021-04-01 DOI:10.1097/TLD.0000000000000247

K. Ferris, Mark M. Guiberson, E. Bush

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引用次数: 3

Abstract

Native American tribes and families are highly pluralistic in their ideologies, beliefs, traditions, and values. Very little research has described the parenting and child-rearing beliefs of Native American caregivers. The purpose of this study was to gain an understanding of Native American caregivers' developmental priorities and preferences regarding their young children's development. Participants included 21 Native American caregivers from a reservation in the Mountain West region of the United States. Ethnographic interviewing techniques described by C. E. Westby (1990) were used to collect caregiver perspectives. Through the use of a naturalistic inquiry paradigm, the process of template analysis was used to organize concepts and identify central themes and subthemes regarding caregivers' priorities and preferences for their children's development. The following 4 themes were identified: (a) supporting Native culture and language preservation, (b) teaching preacademic skills, (c) acquiring social and emotional competence, and (d) teaching self-care and independence. Clinical implications based on these themes and subthemes are discussed in the context of intervention with young Native American children and their families.

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美国原住民保育员对幼儿发展的优先考虑

美洲土著部落和家庭在意识形态、信仰、传统和价值观方面高度多元化。很少有研究描述了美国土著看护人的育儿和育儿信念。本研究的目的是为了了解美洲原住民照顾者在幼儿发展方面的发展优先级和偏好。参与者包括21名来自美国西部山区保留地的美洲原住民看护人。C. E. Westby(1990)描述的民族志访谈技术被用来收集照顾者的观点。通过使用自然主义探究范式，使用模板分析过程来组织概念，并确定关于照顾者对儿童发展的优先事项和偏好的中心主题和副主题。确定了以下4个主题:(a)支持土著文化和语言保护，(b)教授学前技能，(c)获得社交和情感能力，以及(d)教授自我照顾和独立。基于这些主题和次主题的临床意义讨论在干预的背景下与年轻的美国土著儿童和他们的家庭。

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来源期刊

Topics in Language Disorders Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.