School, occupation, culture, and family: The impact of parental schooling on the parent–child relationship.

Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

“…In particular, the social organization of groups involving Mayan mothers with 12 or more grades of schooling in this study is similar to mother-child interactions observed in research involving Anglo-American and Mexican-descent mothers with comparable schooling backgrounds (Laosa, 1980(Laosa, , 1982Richman et al, 1992).…”

“…In this section, we consider several other aspects of the families' backgrounds that vary along with the mothers' extent of schooling, in integrated constellations of related features of community life. Extent of schooling holds a central (though not a unique) role in changing practices of social organization of adult-child interactions (Crago et al, 1993;Laosa, 1980Laosa, , 1982LeVine et al, 1991;Rogoff et al, 1993).…”

Cultural variation in children's observation during a demonstration

“…Several studies in México emphasise learning through observation (Cancian, 1964;Maurer, 1977;Modiano, 1973;Paradise, 1994;Whiting & Edwards, 1988;Whiting & Whiting, 1975), as in indigenous Guatemalan Mayan communities (Chavajay & Rogoff, 1999;Reina, 1966;Rogoff et al, 1993). Consistent with the ethnographic work in México, some studies have found that Chicano mothers in the US tended to instruct children by using modelling more than Anglo-American mothers, who tended to use more questions and praise (Laosa, 1980b; see also Laosa, 1980a;1982;Steward & Steward, 1973.…”

Empowering Fathers of Disadvantaged Preschoolers to Take a More Active Role in Preparing Their Children for Literacy Success at School

“…In homes where this occurs, parents and caretakers talk with young children and provide many experiences with books and print which ultimately builds a strong knowledge and skill base for integrating concepts (Snow et al 1998). There is evidence that parents who assist with their children's literacy development tend to belong to a higher socio-economic group and are better educated (Ortiz 2001;Laosa 1982). In her book Unequal Childhoods: Race, Class, and Family Life, Lareau (2003) discusses the idea of concerted cultivation whereby middle and upper-class parents take an active role in their children's literacy development using structured activities and discussion to prepare them for an active and successful school experience.…”