Parent reading beliefs and parenting goals of Netherlands Antillean and Dutch mothers in the Netherlands

Abstract

Parent reading beliefs are the ideas that parents have concerning the influence of reading and their own efficacy as language teachers to their children. In the intervention More Languages, More Opportunities, one of the goals is to positively influence the parental reading beliefs. The participants were 16 mother–child couples from bilingual Netherlands Antillean families in the Netherlands. They completed the Dutch adaptation of the Parent Reading Belief Inventory (PRBI) [DeBaryshe, B.D., & Binder, J.C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78(3c), 1303–1311.]. Ten mothers completed the inventory for a second time. Antillean mothers are on average positive about their own role in the language development of the child. The results of the composed ‘contrast group’ did not contrast as strongly as was expected, although two of the seven subscales did show differences. When looking at both administration moments of the PRBI of Antillean mothers, the conclusion can be drawn that reading beliefs are not necessarily a stable construct.

Keywords:

• parental beliefs
• language development
• Antillean mothers
• read aloud

Notes on contributors

Nienke W. Boomstra is a PhD candidate, working on her thesis at the Frisian Academy and the University of Groningen. She developed the intervention More Languages, More Opportunities group and performs research in that participant group.Marijn van Dijk received her PhD in child language research. Currently, she is a lecturer in developmental psychology. Within the dynamic systems approach, she studies early interaction and development (language, communication). She supervises this PhD research.Rene´ Jorna has research interests in the field of cognition, planning and scheduling, semiotics, cognition and decision support systems, knowledge management, sustainable innovation and knowledge conversion. He was involved in the intervention and supervises this PhD research.Paul van Geert's research involves longitudinal research into childhood, paying particular attention to elaboration of dynamic systems models of cognitive changes, language and socio-cognitive development. The department of developmental psychology at the University of Groningen focuses amongst others on early language development and intra-individual fluctuation, theoretical and cultural foundations of development, researched within a dynamic systems approach. Van Geert supervises this PhD research.