“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children

• Published in: Early childhood research quarterly Vol. 67; pp. 55 - 66
• Main Authors: Kang, Veronica Y., Coba-Rodriguez, Sarai, Kim, Sunyoung
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.01.2024
• Subjects: Academic; Caregivers; Korean; School readiness; Self-regulation; Social emotional development; Caregivers; Social emotional development; Korean; Academic; School readiness; Self-regulation
• ISSN: 0885-2006; 1873-7706
• DOI: 10.1016/j.ecresq.2023.11.005

•Korean caregivers value following teacher’s direction, adapting to the new environment, and developing independence.•Korean caregivers prioritize positive relationship with teachers and peers.•Korean caregivers use workbooks and books in Korean and English to target early literacy, writing, and math skills.•Policies can be improved to support educators to understand and integrate families’ culture and home-based practices. Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school readiness program for Korean preschoolers in the U.S., the current qualitative study explored fourteen Korean caregivers’ beliefs and practices related to school readiness through in-depth interviews. Findings revealed that Korean caregivers’ beliefs related to school readiness included: (1) importance of relationships, (2) emphasis on rules and social manners, (3) early literacy as a foundation for different subject areas, and (4) English as a means for effective communication and adjustment to school. . In terms of practices, Korean caregivers reported (1) use of workbooks and tutoring (2) using naturalistic opportunities for social emotional learning; (3) developing a structured routine, and (4) use of sports and outdoor activities. Implications for culturally responsive, family-centered practice, policies, and research are presented.