OBJECTIVES We investigate how Mexican-heritage mothers' socialization beliefs and strategies contribute to their preschool children's school readiness. While Latinx children typically start kindergarten with strong social competencies, they also start with less strong early literacy and math skills, in comparison with their non-Latinx peers. We propose that-paralleling Lareau's (2003) theory of "concerted cultivation," whereby White, middle-class parents purportedly display great intentionality in nurturing the academic and extracurricular skills of their children-Mexican-heritage mothers purposefully cultivate their children's social-emotional skills. METHODS Using structured interviews and home observations over a 14-month period, we follow 23 Mexican-heritage mothers and their 24 preschool children. RESULTS Drawing on ecocultural theory, Mexican-heritage mothers engage their preschool children in a concerted fashion to develop their social-emotional competence. Specifically, they: (a) articulate the role of children's social-emotional skills vis-à-vis academic skills related to school readiness; (b) delineate the character of their children's social-emotional skills; and (c) promote social-emotional skills through intention-filled parenting practices relevant to their cultural contexts. CONCLUSIONS Understanding parents' "concerted cultivation" in differing cultural contexts may facilitate teachers' use of practices that better align with families' home practices and more effectively support the learning of Latinx children across academic domains. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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墨西哥裔母亲有目的的养育子女：通过社交情感能力促进入学准备。


目标 我们调查墨西哥裔母亲的社会化信念和策略如何有助于学龄前儿童的入学准备。虽然拉丁裔儿童在进入幼儿园时通常具有很强的社交能力，但与非拉丁裔同龄人相比，他们的早期识字和数学技能也较差。我们提出了与拉罗（Lareau，2003）的“协同培养”理论类似的观点，即白人中产阶级父母在培养孩子的学业和课外技能方面表现出极大的意愿，而墨西哥裔母亲则有目的地培养孩子的社交情感技能。方法 我们通过 14 个月的结构化访谈和家庭观察，跟踪了 23 名墨西哥裔母亲和她们的 24 名学龄前儿童。结果 墨西哥裔母亲借鉴生态文化理论，以协调一致的方式让学龄前儿童参与其中，以培养他们的社交情感能力。具体而言，它们： (a) 阐明儿童的社交情感技能相对于与入学准备相关的学术技能的作用； (b) 描绘其子女的社交情感技能的特征； (c) 通过与其文化背景相关的、充满意图的养育实践，促进社交情感技能。结论 了解父母在不同文化背景下的“协同培养”可能有助于教师使用更符合家庭家庭实践的做法，并更有效地支持拉丁裔儿童跨学术领域的学习。 （PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。