supporting preschoolers' social development in school through funds of knowledge

Abstract

This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemotional values within the home that are aligned with research based prosocial behaviors needed for school readiness. Thus, findings imply the importance of supporting preschoolers' social development in school through funds of knowledge.

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