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Literacy and MotheringHow Women’s Schooling Changes the Lives of the World's Children$
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Robert A. LeVine, Sarah LeVine, Beatrice Schnell-Anzola, Meredith L. Rowe, and Emily Dexter

Print publication date: 2012

Print ISBN-13: 9780195309829

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780195309829.001.0001

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Mothers as Teachers at Home

Mothers as Teachers at Home

Chapter:
(p.127) 7 Mothers as Teachers at Home
Source:
Literacy and Mothering
Author(s):

Robert A. Levine

Sarah E. Levine

Beatrice Schnell-Anzola

Meredith L. Rowe

Emily Dexter

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195309829.003.0051

This chapter examines evidence from Mexico, Venezuela and Nepal indicating that experience in Western-type schools influences’ women’s maternal behavior in a pedagogical direction, involving verbal responsiveness to and verbal engagement with preschool children and the tutoring of school-aged children. The studies differed in method and developmental focus but all found signs not only of the pedagogical trend but also of literacy as a mediator of school experience on maternal behavior. In Mexico and Nepal there was also evidence that mothers’ schooling positively influenced children’s competence in early literacy tasks such as vocabulary and word recognition. The findings indicate that the schooling of women is re-shaping the communicative experience of children in many parts of the world, preparing them for participation in Western-type schools, though without eliminating cultural variations in pedagogy and other parental practices.

Keywords:   Pedagogical child rearing, verbal responsiveness and verbal engagement by mothers, preschool children, tutoring of school children, Mexico, Nepal, Venezuela, vocabulary, word recognition, communication, cultural variations

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