Mother-Child Interactions, outlying communities of Irapuato, Guanajato, Mexico
A Field Study Proposal
Statement of Intent
I work as a service coordinator providing early intervention service for families who have children with developmental delays or disabilities. I speak Spanish which means I work with the families in our program whose primary language is Spanish. The majority of the Spanish speaking families that are in our program are from Mexico. When I go into homes to work with these parents my objective is to leave them with suggestions, on how they can interact with their child to help their child make developmental gains.
When working with families whose children have delays or disabilities I need to be aware of their cultural views. A study conducted in 2000 found that,
In contrast to the sociocultural and linguistic diversity among infants, toddlers, children, and youths served in special education, professionals who serve them tend to be predominantly White, middle-class, and female(Wald, 1996). When ECI professionals and the families they serve do not share similar social, cultural, racial/ethnic, and/or linguistic backgrounds, discontinuities between their worldviews may result in cultural conflicts that impede the ability of both groups to work together to serve the best interest of the child with special needs. (Garcia, 2000)
Not coming from these parents’ cultural views impedes my ability to connect with them when I share suggestions. Only when I understand mother-child interactions in Mexico can I effective provide intervention for these families.
While in Mexico I will find the answer to this question: what are the interactions that take place between mothers under 35 years of age with a child under the age of 5 from an outlying community of Irapuato, Mexico? I anticipate that among the mothers I observe there will be similarities in their interaction because of cultural norms and influences. The mother-child interactions from this rural area of Mexico will be different than mother-child interactions in the United States. I expect that by identifying these mother-child interactions from Mexico I will be enabled to provide more culturally sensitive suggestions on how a Mexican mother in the United States should interact with their child who has special needs. As I implement these suggestions in the future they will be more culturally applicable, which will make the intervention services I provide more effective. This research is significant to me because it will allow me to gain the insight I need to help me become an effective early intervention specialist when working with Mexican families in the United States.
Background and Significance & Literature Review
Geertz defines culture as, “an ordered system of meaning and of symbols, in terms of which social interactions take place; and a social system is the pattern of social interaction itself.” Culture makes up each one of us individually and effects our interactions with one another. An interaction can be considered as: action on each other, reciprocal action or effect. As a noun it is considered the act or process of interacting. (“interaction,”2011). Academic research supports the fact that interactions from culture to culture vary.
There are numerous variables in each culture that impact those living there. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the exchange of support between generations and how it is a fundamental feature of intergenerational relationships. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. It pointed out that in Germany due to a relatively secure old-age pensions, it is rare that children support their elderly parents financially. Instead many parents can help their children if they are in need. This is different than in China where only 17% of those over 60 have access to pensions. The interactions between these parents and children varied because of the financial situations they were in which was greatly influenced by the government of their country (Albert, 2010).
Although the focus of this study was on intergeneration relationship I conclude that much can be understood about interactions that would vary in these cultures between parent and child. A mother who is financially stable is going to interact differently with her daughter if she is able to help her financially rather than needing to rely on her for financial support. These parent-child relationships varied because of the differences in governmental structures of the communities they lived in.
In particular, Mexico as a nation has suffered much instability throughout its history. The Olmecs, Mayas, Toltecs, and Aztes, existed before the Spanish Conquest starting around the period of 1519-21 when Hernan Cortes conquered Mexico. He founded a Spanish colony which lasted 300 years. Independence from Spain was proclaimed on September 16, 1810 by Father Miguel Hidalgo. Throughout the rest of the 19th century, Mexico’s government and economy were shaped by contentious debates among liberals and conservatives, republicans and monarchist, federalists and those who favored centralized government. Severe social and economic problems erupted in a revolution that lasted from 1910 until 1920 and gave rise to the constitution. The nation’s government was controlled by the Institutional Revolutionary Party for 71 years until the July 2000 presidential election of Vicente Fox Quesada of the National Action Party. This was considered at the time the freest and fairest elections in Mexico’s history. Their governmental instability has impacted their citizens’ lives and in turn the interactions between parent and child.
Another point to recognize is that parent-child interactions should be evaluated and observed to understand how these interactions are viewed as appropriate from culture to culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects of their interactions during the first 12 months of life on an infant’s cognitive development results when tested at 1yr of age. Since they studied the role of the father-child caretaking patterns in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role in infant socialization there are unique historical and social factors in the Irish context that can contribute to our understanding of the nature and scope of the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. In this study Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, I believe that it clearly shows the effects of culture on interactions between parent-child relationships. I feel some assumptions can be made from this. First, these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we see that being in a new culture impacts and changes how these fathers interact with their children. In other words the culture influences their interactions with their children. The findings suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
It’s important to look at the interactions between parent and child that take place specifically in the home when looking at parent-child relationships. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994). In my research I will be studying interactions that take place specifically in the Mexican homes.
In order to observe the interactions in the home I will need to define what things should be looked for. In the article, “The Architecture of Adult-Child Interaction. Joint Problem Solving and the Structure of Cooperation” the author distinguishes between several modes of interaction. While in Mexico I will organize the interactions I see into three different modes of interaction. First there is the playful mode of interaction which is where the adult and child play together. Second, is the economic and efficient mode which is mainly concerned with the correct and rapid execution of the task. Third, there is the didactic mode of interaction where a lot of space and time are given to the child to explore. There are characteristics as well that should be distinguished in these modes: the role distribution between the adult and child, the instruments at their disposal, and the aims pursued (Elbers, 1996).
When looking at parent-child interactions that differ from culture to culture it is important to specifically look at mother-child interactions in comparison to father-child interactions. A study, “Differences in Mothers’ and Fathers’ Behaviors Toward Children: A Cross-Cultural Comparison,” done in Mexico, looked at parent-child dyads to reveal some of the differences between maternal and paternal behaviors. Their findings were counter to the traditional views of Mexican parents’ roles that the fathers are more aloof and authoritarian, while the mothers are more warm and nurturing. Instead Bronstein found that the fathers were more playful and companionable with their children than mothers were. Mothers were found to be more nurturing only in terms of providing immediate physical needs (Bronstein, 1984). Some of these previous traditional views may have formed because Mexico has a long history of being a male dominate society. A spirit of Machismo is still very strong in many parts of the country. Mexico still has never had a female head of state and it has had very few female cabinet members. (Burton, 2010).
When studying adult-child interactions that vary from culture to culture there is going to be variance within that culture itself. This variance is due to many subcultures that exist within a culture. For example there could be differences in mother child interactions in the urban areas compared to rural areas. This would stand to reason because those living in rural areas are more likely to be in a lower socioeconomic status and have a lower education than those mothers from an urban area. A study that supports these findings is, “Cultural and Educational Variations in Maternal Responsiveness” conducted by Amy L. Richman, Patrice M. Miller, and Robert A. LeVine.
One of the objectives in this study was to see if maternal responsiveness is affected by intracultural differences in mothers’ levels of formal education. The sampling of mothers was pulled from the city of Cuernavaca just south of Mexico City.
Within Cuervavac, [they] chose two low-income neighborhoods, an old inner-city section and a new squatter settlement, in which to conduct a census of women aged 15-35 with children under 4 yrs of age, restricting [their] sample to those with at least 1 and no more than 9 years of school. This educational range included the majority of childbearing women in the neighborhoods (typical of urban Mexico in 1980) and eliminated the extremes of those who had never attended school and those who had completed high school, in order to focus on whether completing primary school (6 years of school) and obtaining postprimary education (secundaria in the Mexican system, equivalent to junior high school). (LaVine, 1992)
The mother’s responsiveness to her child was measured by observing when the mother would look, talk, hold, and feed her infant. The findings suggest that, “schooling inadvertently constitutes socialization for a particular kind of mothering involving early reciprocal vocalization, that engages mother and infant in a long-term relationship based on verbal communication.” (LaVine, 1992). The mothers schooling impacted the interactions and the relationship she had with her child.
The research I will be conducting will take place in a rural area of Mexico. According to “Irapuato, Guanajuato,” Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities. My field study is an appropriate fit for this location mainly because Irapuato does have outlying communities. In these rural outlying communities it is likely that the majority of people will have a lower education level than those from other parts of Mexico. As well, this area has been preserved culturally and it is likely that beliefs on how to interact and raise a child will be specific to traditional Mexican cultural views.
In review, research has been done specifically to prove that adult-child interactions vary from culture to culture. We know that there are differences between how a mother interacts with her child in comparison to how a father interacts with his child. We can also see that within cultures the level of education also impacts the mother-child relationship.
I hope to support these findings of current research by gathering additional information. I expect that my research will be a valuable addition because it will focus on mother-child interactions in their natural culture context of an outlying community of Irapuato, Mexico. I will focus my research specifically to those mothers under the age of 35 with children under the age of 5. This sampling will be small and will therefore be a more qualitative not quantitative study.
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my own culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history and how they became who they are. I will also be sure to learn about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by doing the activities specific to young mothers. I will wash my cloths in the river with them, learn how to cook from them, sit outside and talk with them, etc. As I take part in these activities I will begin to build rapport with young mothers. I will identify 3-4 mothers who have 1-3 children under the age of 5 and once friendship is established I will express my desire to observe the activities that take place between them and their child/children in the home. I will then receive written permission to do observations and interviews (see appendix A). For those who are not literate, the form will be read to them and they will sign the form (see appendix B). A witness will be present and will sign this form too.
I will start out by simply observing in the homes. Jots will be taken focused on different types of interactions (see appendix C). After observing, jots will be written out and analyzed. A total of 15-30 observations will be collected. Interviews as well will be conducted (see appendix D). At least 10-15 interviews will be written up and analyzed.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews. As data is analyzed specifics I look for during interactions may change.
For those participating in the study appropriate reciprocity will be given. Since I will be spending time observing these mothers I will need to be sure to express gratitude and possibly give small gifts, such as food, when appropriate.
Since I am only conversant in Spanish there may be things that are misinterpreted or misunderstood. I will continually clarify what I have shared to make sure it is understood properly. If there is confusion a translator will be sought out, this will probably be connected to questions I would ask during an interview. As I prepare questions I will be sure to check them with a translator to make sure the correct meaning is portrayed. My mentor……will be working directly to help me to identify the steps I will take to record this information.
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the mothers and children will be known but names will be left confidential. This will help to protect the identities of the mothers and children I will be working with. The written permission includes informing the participant that any information they share is voluntary and they can choose to withdraw at any time (see appendix A and B). All permission forms and collected data will be gathered and locked in a suitcase in my room for protection of the participants. Information will be kept for a maximum of 10 years for further graduate work. It will be properly destroyed when it is not longer needed or at the conclusion of 10 years from the date it was gathered. Only I and my direct field facilitator will have access to these materials.
Children will not be participants in research because they belong to the vulnerable population. They will be involved in the interactions that I will be observing as the mother interacts with them. However, the focus is on the mother. She will be the participant and the purpose is only to see how she interacts with her child/children. The consent form that the mothers sign discloses information that their child/children will be observed as I collect information on the mother’s interactions with her child/children.
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist, in particular providing services to Mexico families here in the United States. Having learned more about mother-child interactions in Mexico I will be more aware of how a mother views her interactions with a child. Then when I am interacting with her and her child who has special needs I will be aware of their expectations and cultural views which impact those interactions. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a better broker between the parent and the child.
Completing this study will help me to make future decisions about my education. I have contemplated going into a master’s program along the area of anthropology, human relations, etc. This experience in Mexico will help me gain further cultural experience. It will help me decide if this is the area in which I would like to continue my education.
Qualifications and Limitations
To prepare to do this research I have taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there. I am also conversant in Spanish and have taken Spanish courses. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently that I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
Faculty Mentors and Coursework
My mentor is
Schedule
Aug. 9th-Aug. 13th Arrive in Mexico, Meet up with Natalie, Learn the layout of The Ranches.
Aug. 13th-Sep. 17th Focus will be primarily on submerging myself in the culture. Emphasis to complete Field Studies Cultural Ethnography assignments and readings.
Sep. 1st Identify mothers who are willing to be observed. Receive permission to observe and interview.
Sep. 1st-Sep.30th Begin observations and interviews. Have completed at least 8 observations and five interview write ups.
Sep. 20th-Sep 23rd Travel, recuperate, and assess direction of my project.
Sep.23rd –Nov. 7th Continue entering into homes for observations. Finish writing up remaining observations and interviews. Write up decreasing time in classroom to 3-4 day per week. Finish last 4 formal interviews and 2 observation write-ups with teachers. Also complete 7 interviews and 8 observation write-ups in the homes.
Nov. 7th-12th Compile data.
Nov. 14th Arrive back in the United States.
Budget
• Travel Expenses: $500-$700
• Lodging and Food: $15-$30/week, $210-$420 total
• Transportation: $5/week, $75 total
• Immunizations: $100
• Tuition: $1,920
• Retreat: $200
• Books and other materials: $30
• Communication Expenses: $25
• Translation Fees: $150
• Tapes and Batteries: $30-$50
Work Cited
Albert, I. Nelwan, P. R., Schwarz, B., Shi, S., Trommsdorff, G. (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology, 41(5-6), 706-722.
Bronstein, P. (1984). Differences in Mothers’ and Fathers’ Behaviors Toward Children: A Cross-Cultural Comparison. Developmental Psychology, 20(6), 995-1003.
Bronstein, P. (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development, 17(3), 423-446.
Burton, T., & Rhoda, R. (2010, Feb. 4). Female quality of life in Mexico. Retrieved from http://www.mexconnect.com/articles/3577-female-quality-of-life-in-mexico
Capps, R.C., Bronte-Tinkew, J., Horowitz, A. (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers, 8(1), 61-92.
Elbers, E., Hoogsteder, M., Maier, R. (1996). The Architecture of Adult-Child Interaction. Joint Problem Solving and the Structure of Cooperation. Learning and Instruction, 6 (4), 335-358.
Garcia, S. B., Ortiz, A. A., Perez, A. M. (2000). Mexican American Mothers’ Beliefs About Disabilities : Implications for Early Childhood Intervention, Remidial and Special Education, 22, 90-120.
interaction. (n.d.). In Dictionary Definitions. Retrieved May 17th, 2011, from http://www.yourdictionary.com/interaction
Irapuato, Guanajuato. (2011, March 27) Retreived June 13th, 2011 from Wikipedia: http://en.wikipedia.org/wiki/Irapuato,_Guanajuato
LaVine, R. A., Miller, P. M., Richman, A. L. (1992). Cultural and Educational Variations in Maternal Responsiveness. Developmental Psychology, 28(4), 614-621.
Nugent, K. J. (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family, 53(2) 475-485.
Wald, J. (1996). Culturally and linguistically diverse professionals in special education: A demographic analysis, Reston, VA: National Clearinghouse for Professions in Special Education.
Appendix A
Young Mexican mother-child Interactions
Consent to be a Research Subject
Introduction
This research study is being conducted by Kirsten Parkinson, undergraduate student, at Brigham Young University to determine how young Mexican mothers interact with their young children. You were invited to participate because you are a young mother under the age of 35 with a child/children under the age of 5.
Procedures
If you agree to participate in this research study you will
• You will be observed in your home approximately 30 min. on 5-10 different occasions.
• Observations will be recoded and later reviews to insure accuracy
• You will be interviewed for approximately 30 min. about how you interact with your child on 2-3 different occasions.
• The interview will take place at your home at a time that is convenient for you.
• The researcher may contact you later to clarify your interview answers for approximately fifteen minutes.
• You will allow your child to be observed as your interactions with him/her are being observed.
• If consent is given the interviews will by audio recorded to ensure accuracy in reporting your statements.
Risks/Discomforts
There are minimal risks for participation in this study. However, you may feel some discomfort or embarrassment when answering questions or being recorded. If you do now wish to answer a particular question you may choose to not answer the question.
Benefits
There will be no direct benefit to you by participating in this study. However, it is hoped that through your participation researches will learn more about young Mexican mothers and how they interact with their young children.
Confidentiality
All information that is gathered will be stored in a secure location with a lock, only the researcher and researchers mentor will have access to these records. At the conclusion of the study, all information will remain with the researcher for up to 10 years for further graduate work. At the conclusion of ten years the information will be properly destroyed for your protection.
Compensation
No compensation will be given to participants of this study.
Participation
Participation in this research is voluntary. You have the right to withdraw at any time or refuse to participate entirely.
Questions about the Research
If you have questions regarding this study, you may contact
Sample: If you have questions regarding this study, you may contact __(Researcher)¬¬¬¬¬___, PhD, at [Add country code for international studies] (801) 422-xxxx, tvp@email.byu.edu or P. Milk, PhD, at (801) 422-yyyy, powdered_milk@byu.edu.
Questions about your Rights as Research Participants
If you have questions regarding your rights as a research participant, you may contact IRB Administrator, [Add country code for international studies] (801) 422-1461, A-285 ASB Campus Drive, Brigham Young University, Provo, UT 84602, irb@byu.edu. [For International Research the contact person should be someone in the local area with local contact information who would be able to inform participants of their rights. This person can be a project leader, organization director, or group facilitator. This should be a person who is not part of the research and who is able to communicate with participants in their native tongue]
I have read, understood, and received a copy of the above consent and desire of my own free will to participate in this study.
Signature: Date:
Appendix B
Young Mexican mother-child Interactions
Consent to be a Research Subject
Introduction
This research study is being conducted by Kirsten Parkinson, undergraduate student, at Brigham Young University to determine how young Mexican mothers interact with their young children. You were invited to participate because you are a young mother under the age of 35 with (a) child/children under the age of 5.
Procedures
If you agree to participate in this research study you will
• You will be observed in your home approximately 30 min. on 5-10 different occasions.
• Observations will be recoded and later reviews to insure accuracy
• You will be interviewed for approximately 30 min. about how you interact with your child on 2-3 different occasions.
• The interview will take place at your home at a time that is convenient for you.
• The researcher may contact you later to clarify your interview answers for approximately fifteen minutes.
• You will allow your child to be observed as your interactions with him/her are being observed.
• If consent is given the interviews will by audio recorded to ensure accuracy in reporting your statements.
Risks/Discomforts
There are minimal risks for participation in this study. However, you may feel some discomfort or embarrassment when answering questions or being recorded. If you do now wish to answer a particular question you may choose to not answer the question.
Benefits
There will be no direct benefit to you by participating in this study. However, it is hoped that through your participation researches will learn more about young Mexican mothers and how they interact with their young children.
Confidentiality
All information that is gathered will be stored in a secure location with a lock, only the researcher and researchers mentor will have access to these records. At the conclusion of the study, all information will remain with the researcher for up to 10 years for further graduate work. At the conclusion of ten years the information will be properly destroyed for your protection.
Compensation
No compensation will be given to participants of this study.
Participation
Participation in this research is voluntary. You have the right to withdraw at any time or refuse to participate entirely.
Questions about the Research
If you have questions regarding this study, you may contact
Sample: If you have questions regarding this study, you may contact __(Researcher)¬¬¬¬¬___, PhD, at [Add country code for international studies] (801) 422-xxxx, tvp@email.byu.edu or P. Milk, PhD, at (801) 422-yyyy, powdered_milk@byu.edu.
Questions about your Rights as Research Participants
If you have questions regarding your rights as a research participant, you may contact IRB Administrator, [Add country code for international studies] (801) 422-1461, A-285 ASB Campus Drive, Brigham Young University, Provo, UT 84602, irb@byu.edu. [For International Research the contact person should be someone in the local area with local contact information who would be able to inform participants of their rights. This person can be a project leader, organization director, or group facilitator. This should be a person who is not part of the research and who is able to communicate with participants in their native tongue]
I have read, understood, and received a copy of the above consent and desire of my own free will to participate in this study.
Signature: Date:
Witness: Date:
Appendix C
Basic outline of interactions that will be observed:
• Playful Mode- adult and child play together
• Economic and Efficient Mode- correct and rapid execution of the task
• Didactic Mode- space and time give to child to explore
Characteristics to consider:
• The role distinguished between parent and child
• Instruments at their disposal
• The aims pursued
Appendix D
Possible Interview questions:
• What do you feel your role is when you talk or play with your child?
• How frequently do you talk or play with your child?
• Why do you talk or play with your child?
• How should your child respond to you?
• When do you spend time with your child?
• Is there a specific time of the day you find yourself talking or playing with your child?
• What is your purpose while playing with your child?
• How frequently do you start or stop what your child is doing when playing?
• Why would you start or stop your child’s activity?
Monday, June 13, 2011
Proposal 6/10/11
Adult-Child Interactions, the Ranches near Irapuato, Guanajato, Mexico
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me because I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities (wiki). My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. There are schools in each of these outlying communities where I will be able to observe interactions between teachers and students. Living in this rural area will also provide homes where I will be able to observe adult-child interactions in their cultural context to gain this understanding.
When working with families who have children with disabilities it is imperative that you take their cultural views into consideration. “When you consider the diverse socioeconomic, cultural, and linguistic backgrounds of infants and toddlers and their families who are served by [early childhood intervention] programs, effective an meaningful implementation of a culturally responsive, family-centered approach implies that professionals possess the requisite cultural and linguistic competence to be responsive to this broad continuum of diversity. In contrast to the sociocultural and linguistic diversity among infants, toddlers, children, and youths served in special education, professionals who serve them tend to be predominantly White, middle-class, and female(Wald, 1996). When ECI professionals and the families they serve do not share similar social, cultural, racial/ethnic, and/or linguistic backgrounds, discontinuities between their worldviews may result in cultural conflicts that impede the ability of both groups to work together to serve the best interest of the child with special needs.” (Garcia, 2000).
As an specialist in the Early Intervention field I believe there is variance in adult-child interactions from culture to culture. If I work with families from different cultures suggesting what they should do and how they should interact with their children then I must be aware of these differences. I specifically work with many parents who have children with delays of disabilities here in Utah from Mexico. If I wish to help parents from Mexico interact with their child who has special needs here in the United States, I must first look at typical interactions between adults and children without delays or disabilities in the Mexican culture. Then as I understand this I can see how they would expect their interactions to be with their child who has special need.
Through this new insight, when I work with these parents and suggest how they should interact with their child to help them start making developmental progress, the suggestions I leave will be more effective because they are coming from their cultural views and perspectives. As was stated earlier the norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I give to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. In each culture interactions between adults and children vary. Since interactions between adults and children vary it would then stand to prove that the expectation for these children by the adults in these cultures would also vary.
Interactions and expectations are different from culture to culture. In each culture there are also many subcultures which could impact the adult-child interactions or expectations. The adults in each subculture might interact and have different expectations for children but there are still general adult-child interactions and expectations from culture to culture.
When looking at Adult-child interactions that differ from culture to culture it would be important to specifically look at parent-child interactions. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994).
Parent-child interactions should be evaluated and observed to understand how these interactions are viewed as appropriate from culture to culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects their interactions during the first 12 months of life had on an infant’s cognitive development results when tested at 1yr of age. Since they studied the role of the father-child caretaking patterns in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role in infant socialization there are unique historical and social factors in the Irish context that can contribute to our understanding of the nature and scope of the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. In this study Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined in this how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, I believe that it clearly shows the effects of culture on interactions between parent-child relationships. I feel some assumptions can be made from this. First, these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we see that being in a new culture impacted and changed how these fathers interact with their children. In other words the culture influenced their interactions with their children. The finding suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
There are numerous variables in each culture that impact those living there. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the exchange of support between generations and how it is a fundamental feature of intergenerational relationships. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. It pointed out that in Germany due to a relatively secure old-age pensions, it is rare that children support their elderly parents financially. Instead many parents can help their children if they are in need. This is different than in China where only 17% of those over 60 have access to pension. The interactions between these parents and children varied because of the financial situations they were in that were greatly influenced by the government of their country (Albert, 2010).
Although the focus of this study was on intergeneration relationship I conclude that much can be understood about interactions that would vary in these cultures between parent and child. A mother who is financially stable is going to interact differently with her daughter if she is able to help her financially rather than needing to rely on her for financial support. These adult-child relationships varied because of the differences in governmental structures of the communities they lived in. There are countless variables in each culture that influence adult-child interactions. It would also impact the adult-child expectations. For example in Germany a mother would not expect her child to care for her financially while in China a mother would expect her child to care for her.
In cultures there are sub-cultures as well that impact interactions and relationships between parent and child. ADD ARTICLE
When studying adult-child relationships it would be important to look at the relationships between parent and child as well as the relationships between teacher and child. This is due to the fact that children spend the majority of their time with either their parents at home or with their teachers during school.
The home should be observed as well as the schools. It would be significant to look at teacher-child interactions. Research supports that interactions and expectations between teacher and child is different because of the culture you are in. STILL NEED TO ADD ARTICLE
Making observations of adult-child interactions in both the home and school settings will allow me to understand what would be appropriate for an interaction. Through these interactions will also understand what the expectations are for these children in Mexico. This knowledge is significant. With this knowledge I Since I work with children who have special needs I will As I understand the understand how. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.(Maggie should I try to address this?)
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. I will learn also be sure to about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by entering the schools. I will focus on one school looking at two different classrooms. This will allow for observations of interactions between two different teachers and their students. I would like to focus on interactions with younger children so I will work with the school where they have the youngest children, probably a preschool. If the school is so small that they only have one teacher then I will go to two different schools, probably a preschool and the elementary school. That way I will be able to observe two different teachers and their interactions. I will need two so I can make comparisons and recognize patterns. However, I would not like more than two teachers because I would like the research to be more qualitative than quantitative.
Before I can get into the schools I will need to have the principal’s permission. Once that is given parents will need to be notified and permission will also have to be obtained from them. Since the area is rural it is likely that there will be parents who are not literate. Permission will be obtained orally and recorded on a tape. The purpose for permission will be given by me, or a translator to the parents. Their name will included in the statement that is read by me or that translator and then the parent will say “yes” or “no.” See Appendix A. The recording will be locked up in a safety box that will be kept locked in my room. For those parents who are able to read. Notes will be sent to home requiring their signature. See Appendix B. The students will then bring these notes back to class. Once permission is obtained I will begin participating and observing in the classroom.
Time will be spent interviewing both teachers. Much of the interviewing will be casual simple questioning throughout our daily interactions. These findings will be tracked in my field study notes. When rapport and occasion warrant these questions will be recorded on a simple handheld recorder. The tapes will be constantly with me to secure their confidentiality until I am able to secure them back in my room. At least 4 formal interviews will be held with each teacher. If approved they will be recorded. If recording is not approved, notes will be jotted during these formal interviews.
While in the classroom sometimes I will be a participant observer. I will be do things such as helping to prepare materials, passing out materials, mentoring students who need assistance, etc. Some of my time spent will also be specific to only observing, when observing jots will be taken. When observing I will be looking for specific interactions or stated expectations (see appendix C). I will expand these jots into more detailed notes daily.
My hope in starting at the schools is that I will be able to eventually get into the homes to do observations and interviews as well. The teachers will know which parents will be more willing to let me observe and interview them. The parents will likely be going to and from the school to drop off their children and I will use this time to talk and build rapport with them. When I achieve rapport parents will be more willing to let me go into the homes. Once at this stage of my research I will spend the beginning of my day at school and the evenings in the homes with the parents and children.
I will do a write up of a minimum of 10 observations in homes and I will complete 10 formal interviews. These questions will be back translated when I arrive in Mexico (see appendix d). Permission will also be obtained through written or oral consent (see appendix e). If participants are willing, these interviews will be recorded. If the participants wish not to be recorded jots will be taken and later expanded into field notes.
I will be observing young children in the classroom, ranging from age 3-10. In the homes it is possible that the children who I will know from school will have older siblings as well who will also be included when I observe in the homes. I will only make observations for interactions between children under 18yrs of age. The teachers and parents who will be interviewed will range from age 18-60.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews.
WHAT WILL I BE DOING WITH “DISCRIPTION OF METHOD?” CAN I WORK WITH BETTY ASHBAKER?
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The informal interviews will be conducted through casual conversation. When they are formal consent will be given (see appendix e). I will explain before an informal interview is conducted that if they feel uncomfortable answering a questions they do not need to respond. All information will be voluntary. If a parent or teacher does not wish to answer I will not continue to press the issue.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities, the majority of which are from Mexico. This experience will give me insight into how parents from Mexico view their interactions with their child. When I am interacting with them and their child who has special needs I will be aware of their expectations and cultural views. This understanding of what their role is in their society will impact their involvement and interactions their child. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a broker between the parent and the child.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if a degree in anthropology, international relations, or other such programs are really the area I would like in which I would like to continue my education in the future.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. Some of these reasons are because: I speak Spanish, I am qualified to be a teacher, and I have experience working in the early intervention field.
I am conversant in Spanish and have taken Spanish courses as well. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I am qualified to be in the classroom helping the teachers as needed. Through my degree in Early Childhood/Special Ed. I took courses that qualify me to be a teacher in the state of Idaho. I have taken: Child Development, Early Child Development, Math Concepts for Elementary Ed., Math Concepts for Elementary Ed. 2, Idaho comprehensive Literacy #1, Idaho comprehensive literacy course #2, Literacy 3 Practicum, Exceptional Students, Assessment and Evaluation, Curriculum for Young Children, Student Teaching Preschool, El Ed Math Methods, Culture and Diversity, Elementary P. E. Methods, ECSE Senior Practicum, Elementary Science Methods, Elementary Soc. Studies Methods, Spanish Teaching Methods, Strategies for ECSE, Family and Community Relationships, and Student Teach Early Intervention. For my student teaching experience I spent 7 weeks teaching in a special education classroom and 6 weeks teaching in a 2nd grade classroom as a student teacher. I have also spent time teaching English in China.
My most recent experience that helps me is working this last year as a service coordinator at Kids on the Move. Kids on the Move is a non-profit organization that provides early intervention services to families. I have worked directly with parents trying to help them in their interactions with their children who have special needs.
I as well have experience writing through courses I’ve taken at college. I have also taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently when I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
My mentor,
Faculty Mentors and Coursework
Schedule
Aug. 9th-Aug. 13th Arrive in Mexico, Meet up with Natalie, Learn the layout of The Ranches.
Aug. 13th-Sep. 17th Focus will be primarily on submerging myself in the culture. Emphasis to complete Field Studies Cultural Ethnography assignments and readings.
Sep. 1st Start permission process to enter the schools and begin observations.
Sep. 1st-Sep.30th Primary focus on classroom volunteering and observations, 4-5 days per week. Begin building rapport with parents. Complete 4 of the formal interviews with teachers, 2 each. Do 8 observation write-ups.
Sep. 20th-Sep 23rd Travel, recuperate, and assess direction of my project.
Sep.26th -Oct. 31st Begin entering into homes for observations, decreasing time in classroom to 3-4 day per week. Finish last 4 formal interviews and 2 observation write-ups with teachers. Also complete 7 interviews and 8 observation write-ups in the homes.
Nov. 1st-Nov.14th Finish final 3 interviews and 2 observation write-ups in the home.
Nov. 7th-12th Compile data,
Nov. 14th Arrive back in the United States.
Budget
• Travel Expenses: $500-$700
• Lodging and Food: $15-$30/week, $210-$420
• Transportation:
• Immunizations: $???
• Tuition:????
• Retreat: $200
• Books and other materials: $30
• Communication Expenses:
• Translation Fees:
• Tapes and Batteries:
Work Cited
Albert, Isabelle. Nelwan, Peter R. Schwarz, Beate. Shi, Shaohua. Trommsdorff, Gisela (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology. Vol. 41(5-6) 706-722.
Bronstein, Phyllis (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
Capps, Randolph C.; Bronte-Tinkew, Jacinta; Horowitz, Allison (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers. Vol.8(1), p.61-92.
Garcia, Shernaz B.; Ortiz, Alba A.; Perez, Anita Mendez (2000). Mexican American Mothers’ Beliefs About Disabilities : Implications for Early Childhood Intervention. Remidial and Special Education Vol. 22, p. 90-120.
Nugent, Kevin J (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family. Vol 53, No. 2, 475-485.
Wald, J. (1996). Culturally and linguistically diverse professionals in special education: A demographic analysis. Reston, VA: National Clearinghouse for Professions in Special Education.
Wikapidia http://en.wikipedia.org/wiki/Irapuato,_Guanajuato
Appendices
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me because I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities (wiki). My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. There are schools in each of these outlying communities where I will be able to observe interactions between teachers and students. Living in this rural area will also provide homes where I will be able to observe adult-child interactions in their cultural context to gain this understanding.
When working with families who have children with disabilities it is imperative that you take their cultural views into consideration. “When you consider the diverse socioeconomic, cultural, and linguistic backgrounds of infants and toddlers and their families who are served by [early childhood intervention] programs, effective an meaningful implementation of a culturally responsive, family-centered approach implies that professionals possess the requisite cultural and linguistic competence to be responsive to this broad continuum of diversity. In contrast to the sociocultural and linguistic diversity among infants, toddlers, children, and youths served in special education, professionals who serve them tend to be predominantly White, middle-class, and female(Wald, 1996). When ECI professionals and the families they serve do not share similar social, cultural, racial/ethnic, and/or linguistic backgrounds, discontinuities between their worldviews may result in cultural conflicts that impede the ability of both groups to work together to serve the best interest of the child with special needs.” (Garcia, 2000).
As an specialist in the Early Intervention field I believe there is variance in adult-child interactions from culture to culture. If I work with families from different cultures suggesting what they should do and how they should interact with their children then I must be aware of these differences. I specifically work with many parents who have children with delays of disabilities here in Utah from Mexico. If I wish to help parents from Mexico interact with their child who has special needs here in the United States, I must first look at typical interactions between adults and children without delays or disabilities in the Mexican culture. Then as I understand this I can see how they would expect their interactions to be with their child who has special need.
Through this new insight, when I work with these parents and suggest how they should interact with their child to help them start making developmental progress, the suggestions I leave will be more effective because they are coming from their cultural views and perspectives. As was stated earlier the norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I give to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. In each culture interactions between adults and children vary. Since interactions between adults and children vary it would then stand to prove that the expectation for these children by the adults in these cultures would also vary.
Interactions and expectations are different from culture to culture. In each culture there are also many subcultures which could impact the adult-child interactions or expectations. The adults in each subculture might interact and have different expectations for children but there are still general adult-child interactions and expectations from culture to culture.
When looking at Adult-child interactions that differ from culture to culture it would be important to specifically look at parent-child interactions. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994).
Parent-child interactions should be evaluated and observed to understand how these interactions are viewed as appropriate from culture to culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects their interactions during the first 12 months of life had on an infant’s cognitive development results when tested at 1yr of age. Since they studied the role of the father-child caretaking patterns in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role in infant socialization there are unique historical and social factors in the Irish context that can contribute to our understanding of the nature and scope of the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. In this study Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined in this how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, I believe that it clearly shows the effects of culture on interactions between parent-child relationships. I feel some assumptions can be made from this. First, these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we see that being in a new culture impacted and changed how these fathers interact with their children. In other words the culture influenced their interactions with their children. The finding suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
There are numerous variables in each culture that impact those living there. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the exchange of support between generations and how it is a fundamental feature of intergenerational relationships. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. It pointed out that in Germany due to a relatively secure old-age pensions, it is rare that children support their elderly parents financially. Instead many parents can help their children if they are in need. This is different than in China where only 17% of those over 60 have access to pension. The interactions between these parents and children varied because of the financial situations they were in that were greatly influenced by the government of their country (Albert, 2010).
Although the focus of this study was on intergeneration relationship I conclude that much can be understood about interactions that would vary in these cultures between parent and child. A mother who is financially stable is going to interact differently with her daughter if she is able to help her financially rather than needing to rely on her for financial support. These adult-child relationships varied because of the differences in governmental structures of the communities they lived in. There are countless variables in each culture that influence adult-child interactions. It would also impact the adult-child expectations. For example in Germany a mother would not expect her child to care for her financially while in China a mother would expect her child to care for her.
In cultures there are sub-cultures as well that impact interactions and relationships between parent and child. ADD ARTICLE
When studying adult-child relationships it would be important to look at the relationships between parent and child as well as the relationships between teacher and child. This is due to the fact that children spend the majority of their time with either their parents at home or with their teachers during school.
The home should be observed as well as the schools. It would be significant to look at teacher-child interactions. Research supports that interactions and expectations between teacher and child is different because of the culture you are in. STILL NEED TO ADD ARTICLE
Making observations of adult-child interactions in both the home and school settings will allow me to understand what would be appropriate for an interaction. Through these interactions will also understand what the expectations are for these children in Mexico. This knowledge is significant. With this knowledge I Since I work with children who have special needs I will As I understand the understand how. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.(Maggie should I try to address this?)
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. I will learn also be sure to about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by entering the schools. I will focus on one school looking at two different classrooms. This will allow for observations of interactions between two different teachers and their students. I would like to focus on interactions with younger children so I will work with the school where they have the youngest children, probably a preschool. If the school is so small that they only have one teacher then I will go to two different schools, probably a preschool and the elementary school. That way I will be able to observe two different teachers and their interactions. I will need two so I can make comparisons and recognize patterns. However, I would not like more than two teachers because I would like the research to be more qualitative than quantitative.
Before I can get into the schools I will need to have the principal’s permission. Once that is given parents will need to be notified and permission will also have to be obtained from them. Since the area is rural it is likely that there will be parents who are not literate. Permission will be obtained orally and recorded on a tape. The purpose for permission will be given by me, or a translator to the parents. Their name will included in the statement that is read by me or that translator and then the parent will say “yes” or “no.” See Appendix A. The recording will be locked up in a safety box that will be kept locked in my room. For those parents who are able to read. Notes will be sent to home requiring their signature. See Appendix B. The students will then bring these notes back to class. Once permission is obtained I will begin participating and observing in the classroom.
Time will be spent interviewing both teachers. Much of the interviewing will be casual simple questioning throughout our daily interactions. These findings will be tracked in my field study notes. When rapport and occasion warrant these questions will be recorded on a simple handheld recorder. The tapes will be constantly with me to secure their confidentiality until I am able to secure them back in my room. At least 4 formal interviews will be held with each teacher. If approved they will be recorded. If recording is not approved, notes will be jotted during these formal interviews.
While in the classroom sometimes I will be a participant observer. I will be do things such as helping to prepare materials, passing out materials, mentoring students who need assistance, etc. Some of my time spent will also be specific to only observing, when observing jots will be taken. When observing I will be looking for specific interactions or stated expectations (see appendix C). I will expand these jots into more detailed notes daily.
My hope in starting at the schools is that I will be able to eventually get into the homes to do observations and interviews as well. The teachers will know which parents will be more willing to let me observe and interview them. The parents will likely be going to and from the school to drop off their children and I will use this time to talk and build rapport with them. When I achieve rapport parents will be more willing to let me go into the homes. Once at this stage of my research I will spend the beginning of my day at school and the evenings in the homes with the parents and children.
I will do a write up of a minimum of 10 observations in homes and I will complete 10 formal interviews. These questions will be back translated when I arrive in Mexico (see appendix d). Permission will also be obtained through written or oral consent (see appendix e). If participants are willing, these interviews will be recorded. If the participants wish not to be recorded jots will be taken and later expanded into field notes.
I will be observing young children in the classroom, ranging from age 3-10. In the homes it is possible that the children who I will know from school will have older siblings as well who will also be included when I observe in the homes. I will only make observations for interactions between children under 18yrs of age. The teachers and parents who will be interviewed will range from age 18-60.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews.
WHAT WILL I BE DOING WITH “DISCRIPTION OF METHOD?” CAN I WORK WITH BETTY ASHBAKER?
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The informal interviews will be conducted through casual conversation. When they are formal consent will be given (see appendix e). I will explain before an informal interview is conducted that if they feel uncomfortable answering a questions they do not need to respond. All information will be voluntary. If a parent or teacher does not wish to answer I will not continue to press the issue.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities, the majority of which are from Mexico. This experience will give me insight into how parents from Mexico view their interactions with their child. When I am interacting with them and their child who has special needs I will be aware of their expectations and cultural views. This understanding of what their role is in their society will impact their involvement and interactions their child. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a broker between the parent and the child.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if a degree in anthropology, international relations, or other such programs are really the area I would like in which I would like to continue my education in the future.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. Some of these reasons are because: I speak Spanish, I am qualified to be a teacher, and I have experience working in the early intervention field.
I am conversant in Spanish and have taken Spanish courses as well. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I am qualified to be in the classroom helping the teachers as needed. Through my degree in Early Childhood/Special Ed. I took courses that qualify me to be a teacher in the state of Idaho. I have taken: Child Development, Early Child Development, Math Concepts for Elementary Ed., Math Concepts for Elementary Ed. 2, Idaho comprehensive Literacy #1, Idaho comprehensive literacy course #2, Literacy 3 Practicum, Exceptional Students, Assessment and Evaluation, Curriculum for Young Children, Student Teaching Preschool, El Ed Math Methods, Culture and Diversity, Elementary P. E. Methods, ECSE Senior Practicum, Elementary Science Methods, Elementary Soc. Studies Methods, Spanish Teaching Methods, Strategies for ECSE, Family and Community Relationships, and Student Teach Early Intervention. For my student teaching experience I spent 7 weeks teaching in a special education classroom and 6 weeks teaching in a 2nd grade classroom as a student teacher. I have also spent time teaching English in China.
My most recent experience that helps me is working this last year as a service coordinator at Kids on the Move. Kids on the Move is a non-profit organization that provides early intervention services to families. I have worked directly with parents trying to help them in their interactions with their children who have special needs.
I as well have experience writing through courses I’ve taken at college. I have also taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently when I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
My mentor,
Faculty Mentors and Coursework
Schedule
Aug. 9th-Aug. 13th Arrive in Mexico, Meet up with Natalie, Learn the layout of The Ranches.
Aug. 13th-Sep. 17th Focus will be primarily on submerging myself in the culture. Emphasis to complete Field Studies Cultural Ethnography assignments and readings.
Sep. 1st Start permission process to enter the schools and begin observations.
Sep. 1st-Sep.30th Primary focus on classroom volunteering and observations, 4-5 days per week. Begin building rapport with parents. Complete 4 of the formal interviews with teachers, 2 each. Do 8 observation write-ups.
Sep. 20th-Sep 23rd Travel, recuperate, and assess direction of my project.
Sep.26th -Oct. 31st Begin entering into homes for observations, decreasing time in classroom to 3-4 day per week. Finish last 4 formal interviews and 2 observation write-ups with teachers. Also complete 7 interviews and 8 observation write-ups in the homes.
Nov. 1st-Nov.14th Finish final 3 interviews and 2 observation write-ups in the home.
Nov. 7th-12th Compile data,
Nov. 14th Arrive back in the United States.
Budget
• Travel Expenses: $500-$700
• Lodging and Food: $15-$30/week, $210-$420
• Transportation:
• Immunizations: $???
• Tuition:????
• Retreat: $200
• Books and other materials: $30
• Communication Expenses:
• Translation Fees:
• Tapes and Batteries:
Work Cited
Albert, Isabelle. Nelwan, Peter R. Schwarz, Beate. Shi, Shaohua. Trommsdorff, Gisela (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology. Vol. 41(5-6) 706-722.
Bronstein, Phyllis (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
Capps, Randolph C.; Bronte-Tinkew, Jacinta; Horowitz, Allison (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers. Vol.8(1), p.61-92.
Garcia, Shernaz B.; Ortiz, Alba A.; Perez, Anita Mendez (2000). Mexican American Mothers’ Beliefs About Disabilities : Implications for Early Childhood Intervention. Remidial and Special Education Vol. 22, p. 90-120.
Nugent, Kevin J (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family. Vol 53, No. 2, 475-485.
Wald, J. (1996). Culturally and linguistically diverse professionals in special education: A demographic analysis. Reston, VA: National Clearinghouse for Professions in Special Education.
Wikapidia http://en.wikipedia.org/wiki/Irapuato,_Guanajuato
Appendices
FS Proposal 6/8/11
Adult-Child Interactions, the Ranches near Irapuato, Guanajato, Mexico
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me becuase I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities. My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. There are schools in each of these outlying communities where I will be able to observe interactions between teachers and students. Living in this rural area will also provide homes where I will be able to observe adult-child interactions in their cultural context to gain this understanding.
When working with families who have children with disabilities it is imperative that you take their cultural views into consideration. In each culture interactions between adults and children vary. It is also the case that the expectation from adults in these cultures can vary. In each culture there are also many subcultures which could impact the adult-child interactions or expectations. If I wish to help parents from Mexico interact with their child who has special needs here in the United States, I must first look at typical interactions between adults and children in the Mexican culture. As was stated earlier the norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I give to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view.
Adult-child interactions differ from culture to culture. Specifically, parent-child interactions should be evaluated and observed to understand how these interactions are gauged as appropriate in the culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects their interactions had on the infant during the first 12 months of life. Since they studied the role of the father in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role with the infant there are unique historical and social factors in the Irish context that contribute to the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined in this study how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, we clearly see the effects of culture on interactions between parent-child relationships. First it points out that these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we are able to see that being in a new culture is impacting and changing how they interact with their children, it’s a change due to living in a new culture. More or less the culture influenced their interactions with their children. The finding suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
There are so many variable in each different culture that it only makes sense that the culture will impact the people living in it. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the parents relationships with their adult children. The findings show that due to the difference in structure of the social security systems the adult child relationships varied. For example in Germany due to pensions the parents were financially secure and in many instances could actually help their children financially if needed. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. (Albert, 2010).
These adult-child relationships varied because of the differences in governmental structures of the communities they lived in. There are so many different variables in each culture, the government is only one example. These differences certainly will impact the people in these societies and the relationships and interactions they have with one another. It would also impact the expectations they have for one another.
In cultures there are sub-cultures as well that impact interactions and relationships between parent and child. ADD ARTICLE
When studying adult-child relationships it would be important to look at the relationships between parent and child as well as the relationships between teacher and child. This is due to the fact that children spend the majority of their time with either their parents at home or with their teachers during school. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994).
The home should be observed as well as the schools. It would be significant to look at teacher-child interactions. Research supports that interactions and expectations between teacher and child is different because of the culture you are in. STILL NEED TO ADD ARTICLE
There are some who try to challenge the findings that there are differences in interactions between adult-children relationships across cultures. STILL NEED TO ADD ARTICLE
STILL NEED TO GO INTO HOW INTERVENTION APPLIED IN THE WRONG CONTEXT IMPACTS HOW SUCESSFUL IT IS Making these observations which will allow me to understand adult child interactions and expectations of children in Mexico is significant. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
My purpose in researching is not to identify
Interactions between child-parent differ from culture to culture
Within a cultural there are many sub cultures. This then impacts
Expectations differ for these children
Teacher- child interactions vary as well
Overall intervention is not effective if you do not come from their cultural viewpoints.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. I will learn also be sure to about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by entering the schools. I will focus on one school looking at two different classrooms. This will allow for observations of interactions between two different teachers and their students. I would like to focus on interactions with younger children so I will work with the school where they have the youngest children, probably a preschool. If the school is so small that they only have one teacher then I will go to two different schools, probably a preschool and the elementary school. That way I will be able to observe two different teachers and their interactions. I will need two so I can make comparisons and recognize patterns. However, I would not like more than two teachers because I would like the research to be more qualitative than quantitative.
Before I can get into the schools I will need to have the principal’s permission. Once that is given parents will need to be notified and permission will also have to be obtained from them. Since the area is rural it is likely that there will be parents who are not literate. Permission will be obtained orally and recorded on a tape. The purpose for permission will be given by me, or a translator to the parents. Their name will included in the statement that is read by me or that translator and then the parent will say “yes” or “no.” See Appendix A. The recording will be locked up in a safety box that will be kept locked in my room. For those parents who are able to read. Notes will be sent to home requiring their signature. See Appendix B. The students will then bring these notes back to class. Once permission is obtained I will begin participating and observing in the classroom.
Time will be spent interviewing both teachers. Much of the interviewing will be casual simple questioning throughout our daily interactions. These findings will be tracked in my field study notes. When rapport and occasion warrant these questions will be recorded on a simple handheld recorder. The tapes will be constantly with me to secure their confidentiality until I am able to secure them back in my room. At least 4 formal interviews will be held with each teacher. If approved they will be recorded. If recording is not approved, notes will be jotted during these formal interviews.
While in the classroom sometimes I will be a participant observer. I will be do things such as helping to prepare materials, passing out materials, mentoring students who need assistance, etc. Some of my time spent will also be specific to only observing, when observing jots will be taken. When observing I will be looking for specific interactions or stated expectations (see appendix C). I will expand these jots into more detailed notes daily.
My hope in starting at the schools is that I will be able to eventually get into the homes to do observations and interviews as well. The teachers will know which parents will be more willing to let me observe and interview them. The parents will likely be going to and from the school to drop off their children and I will use this time to talk and build rapport with them. When I achieve rapport parents will be more willing to let me go into the homes. Once at this stage of my research I will spend the beginning of my day at school and the evenings in the homes with the parents and children.
I will do a write up of a minimum of 10 observations in homes and I will complete 10 formal interviews. These questions will be back translated when I arrive in Mexico (see appendix d). Permission will also be obtained through written or oral consent (see appendix e). If participants are willing, these interviews will be recorded. If the participants wish not to be recorded jots will be taken and later expanded into field notes.
I will be observing young children in the classroom, ranging from age 3-10. In the homes it is possible that the children who I will know from school will have older siblings as well who will also be included when I observe in the homes. I will only make observations for interactions between children under 18yrs of age. The teachers and parents who will be interviewed will range from age 18-60.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews.
WHAT WILL I BE DOING WITH “DISCRIPTION OF METHOD?” CAN I WORK WITH BETTY ASHBAKER?
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The informal interviews will be conducted through casual conversation. When they are formal consent will be given (see appendix e). I will explain before an informal interview is conducted that if they feel uncomfortable answering a questions they do not need to respond. All information will be voluntary. If a parent or teacher does not wish to answer I will not continue to press the issue.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities, the majority of which are from Mexico. This experience will give me insight into how parents from Mexico view their interactions with their child. When I am interacting with them and their child who has special needs I will be aware of their expectations and cultural views. This understanding of what their role is in their society will impact their involvement and interactions their child. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a broker between the parent and the child.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if a degree in anthropology, international relations, or other such programs is really the area I would like in which I would like to continue my education in the future.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. Some of these reasons are because: I speak Spanish, I am qualified to be a teacher, and I have experience working in the early intervention field.
I am conversant in Spanish and have taken Spanish courses as well. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I am qualified to be in the classroom helping the teachers as needed. Through my degree in Early Childhood/Special Ed. I took courses that qualify me to be a teacher in the state of Idaho. I have taken: Child Development, Early Child Development, Math Concepts for Elementary Ed., Math Concepts for Elementary Ed. 2, Idaho comprehensive Literacy #1, Idaho comprehensive literacy course #2, Literacy 3 Practicum, Exceptional Students, Assessment and Evaluation, Curriculum for Young Children, Student Teaching Preschool, El Ed Math Methods, Culture and Diversity, Elementary P. E. Methods, ECSE Senior Practicum, Elementary Science Methods, Elementary Soc. Studies Methods, Spanish Teaching Methods, Strategies for ECSE, Family and Community Relationships, and Student Teach Early Intervention. For my student teaching experience I spent 7 weeks teaching in a special education classroom and 6 weeks teaching in a 2nd grade classroom as a student teacher. I have also spent time teaching English in China.
My most recent experience that helps me is working this last year as a service coordinator at Kids on the Move. Kids on the Move is a non-profit organization that provides early intervention services to families. I have worked directly with parents trying to help them in their interactions with their children who have special needs.
I as well have experience writing through courses I’ve taken at college. I have also taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently when I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
My mentor,
Work Cited
Albert, Isabelle. Nelwan, Peter R. Schwarz, Beate. Shi, Shaohua. Trommsdorff, Gisela (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology. Vol. 41(5-6) 706-722.
Bronstein, Phyllis (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
Capps, Randolph C.; Bronte-Tinkew, Jacinta; Horowitz, Allison (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers. Vol.8(1), p.61-92.
Nugent, Kevin J (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family. Vol 53, No. 2, 475-485.
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me becuase I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities. My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. There are schools in each of these outlying communities where I will be able to observe interactions between teachers and students. Living in this rural area will also provide homes where I will be able to observe adult-child interactions in their cultural context to gain this understanding.
When working with families who have children with disabilities it is imperative that you take their cultural views into consideration. In each culture interactions between adults and children vary. It is also the case that the expectation from adults in these cultures can vary. In each culture there are also many subcultures which could impact the adult-child interactions or expectations. If I wish to help parents from Mexico interact with their child who has special needs here in the United States, I must first look at typical interactions between adults and children in the Mexican culture. As was stated earlier the norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I give to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view.
Adult-child interactions differ from culture to culture. Specifically, parent-child interactions should be evaluated and observed to understand how these interactions are gauged as appropriate in the culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects their interactions had on the infant during the first 12 months of life. Since they studied the role of the father in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role with the infant there are unique historical and social factors in the Irish context that contribute to the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined in this study how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, we clearly see the effects of culture on interactions between parent-child relationships. First it points out that these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we are able to see that being in a new culture is impacting and changing how they interact with their children, it’s a change due to living in a new culture. More or less the culture influenced their interactions with their children. The finding suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
There are so many variable in each different culture that it only makes sense that the culture will impact the people living in it. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the parents relationships with their adult children. The findings show that due to the difference in structure of the social security systems the adult child relationships varied. For example in Germany due to pensions the parents were financially secure and in many instances could actually help their children financially if needed. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. (Albert, 2010).
These adult-child relationships varied because of the differences in governmental structures of the communities they lived in. There are so many different variables in each culture, the government is only one example. These differences certainly will impact the people in these societies and the relationships and interactions they have with one another. It would also impact the expectations they have for one another.
In cultures there are sub-cultures as well that impact interactions and relationships between parent and child. ADD ARTICLE
When studying adult-child relationships it would be important to look at the relationships between parent and child as well as the relationships between teacher and child. This is due to the fact that children spend the majority of their time with either their parents at home or with their teachers during school. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994).
The home should be observed as well as the schools. It would be significant to look at teacher-child interactions. Research supports that interactions and expectations between teacher and child is different because of the culture you are in. STILL NEED TO ADD ARTICLE
There are some who try to challenge the findings that there are differences in interactions between adult-children relationships across cultures. STILL NEED TO ADD ARTICLE
STILL NEED TO GO INTO HOW INTERVENTION APPLIED IN THE WRONG CONTEXT IMPACTS HOW SUCESSFUL IT IS Making these observations which will allow me to understand adult child interactions and expectations of children in Mexico is significant. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
My purpose in researching is not to identify
Interactions between child-parent differ from culture to culture
Within a cultural there are many sub cultures. This then impacts
Expectations differ for these children
Teacher- child interactions vary as well
Overall intervention is not effective if you do not come from their cultural viewpoints.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. I will learn also be sure to about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by entering the schools. I will focus on one school looking at two different classrooms. This will allow for observations of interactions between two different teachers and their students. I would like to focus on interactions with younger children so I will work with the school where they have the youngest children, probably a preschool. If the school is so small that they only have one teacher then I will go to two different schools, probably a preschool and the elementary school. That way I will be able to observe two different teachers and their interactions. I will need two so I can make comparisons and recognize patterns. However, I would not like more than two teachers because I would like the research to be more qualitative than quantitative.
Before I can get into the schools I will need to have the principal’s permission. Once that is given parents will need to be notified and permission will also have to be obtained from them. Since the area is rural it is likely that there will be parents who are not literate. Permission will be obtained orally and recorded on a tape. The purpose for permission will be given by me, or a translator to the parents. Their name will included in the statement that is read by me or that translator and then the parent will say “yes” or “no.” See Appendix A. The recording will be locked up in a safety box that will be kept locked in my room. For those parents who are able to read. Notes will be sent to home requiring their signature. See Appendix B. The students will then bring these notes back to class. Once permission is obtained I will begin participating and observing in the classroom.
Time will be spent interviewing both teachers. Much of the interviewing will be casual simple questioning throughout our daily interactions. These findings will be tracked in my field study notes. When rapport and occasion warrant these questions will be recorded on a simple handheld recorder. The tapes will be constantly with me to secure their confidentiality until I am able to secure them back in my room. At least 4 formal interviews will be held with each teacher. If approved they will be recorded. If recording is not approved, notes will be jotted during these formal interviews.
While in the classroom sometimes I will be a participant observer. I will be do things such as helping to prepare materials, passing out materials, mentoring students who need assistance, etc. Some of my time spent will also be specific to only observing, when observing jots will be taken. When observing I will be looking for specific interactions or stated expectations (see appendix C). I will expand these jots into more detailed notes daily.
My hope in starting at the schools is that I will be able to eventually get into the homes to do observations and interviews as well. The teachers will know which parents will be more willing to let me observe and interview them. The parents will likely be going to and from the school to drop off their children and I will use this time to talk and build rapport with them. When I achieve rapport parents will be more willing to let me go into the homes. Once at this stage of my research I will spend the beginning of my day at school and the evenings in the homes with the parents and children.
I will do a write up of a minimum of 10 observations in homes and I will complete 10 formal interviews. These questions will be back translated when I arrive in Mexico (see appendix d). Permission will also be obtained through written or oral consent (see appendix e). If participants are willing, these interviews will be recorded. If the participants wish not to be recorded jots will be taken and later expanded into field notes.
I will be observing young children in the classroom, ranging from age 3-10. In the homes it is possible that the children who I will know from school will have older siblings as well who will also be included when I observe in the homes. I will only make observations for interactions between children under 18yrs of age. The teachers and parents who will be interviewed will range from age 18-60.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews.
WHAT WILL I BE DOING WITH “DISCRIPTION OF METHOD?” CAN I WORK WITH BETTY ASHBAKER?
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The informal interviews will be conducted through casual conversation. When they are formal consent will be given (see appendix e). I will explain before an informal interview is conducted that if they feel uncomfortable answering a questions they do not need to respond. All information will be voluntary. If a parent or teacher does not wish to answer I will not continue to press the issue.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities, the majority of which are from Mexico. This experience will give me insight into how parents from Mexico view their interactions with their child. When I am interacting with them and their child who has special needs I will be aware of their expectations and cultural views. This understanding of what their role is in their society will impact their involvement and interactions their child. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a broker between the parent and the child.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if a degree in anthropology, international relations, or other such programs is really the area I would like in which I would like to continue my education in the future.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. Some of these reasons are because: I speak Spanish, I am qualified to be a teacher, and I have experience working in the early intervention field.
I am conversant in Spanish and have taken Spanish courses as well. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I am qualified to be in the classroom helping the teachers as needed. Through my degree in Early Childhood/Special Ed. I took courses that qualify me to be a teacher in the state of Idaho. I have taken: Child Development, Early Child Development, Math Concepts for Elementary Ed., Math Concepts for Elementary Ed. 2, Idaho comprehensive Literacy #1, Idaho comprehensive literacy course #2, Literacy 3 Practicum, Exceptional Students, Assessment and Evaluation, Curriculum for Young Children, Student Teaching Preschool, El Ed Math Methods, Culture and Diversity, Elementary P. E. Methods, ECSE Senior Practicum, Elementary Science Methods, Elementary Soc. Studies Methods, Spanish Teaching Methods, Strategies for ECSE, Family and Community Relationships, and Student Teach Early Intervention. For my student teaching experience I spent 7 weeks teaching in a special education classroom and 6 weeks teaching in a 2nd grade classroom as a student teacher. I have also spent time teaching English in China.
My most recent experience that helps me is working this last year as a service coordinator at Kids on the Move. Kids on the Move is a non-profit organization that provides early intervention services to families. I have worked directly with parents trying to help them in their interactions with their children who have special needs.
I as well have experience writing through courses I’ve taken at college. I have also taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently when I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
My mentor,
Work Cited
Albert, Isabelle. Nelwan, Peter R. Schwarz, Beate. Shi, Shaohua. Trommsdorff, Gisela (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology. Vol. 41(5-6) 706-722.
Bronstein, Phyllis (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
Capps, Randolph C.; Bronte-Tinkew, Jacinta; Horowitz, Allison (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers. Vol.8(1), p.61-92.
Nugent, Kevin J (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family. Vol 53, No. 2, 475-485.
FS Proposal 6/6/11
Adult-Child Interactions, the Ranches near Irapuato, Guanajato, Mexico
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me. I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
My own intervention ideas and strategies will then be aligned with parents expectations for their children and the parents will be more willing to implement those strategies. As the strategies are more fully implemented by the parents the children will make better gains in their developmental progress. I expect that there will not be any special education teachers or special education resources available to them. I do however expect that children who have less significant learning delays or disabilities will be included in the regular classroom setting. Due to the children’s delays or disabilities I hypothesize that teacher’s interactions with these children will be more frequent and will involve a wider range of attitudes and emotions then those the teacher has with other typical students.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities. My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. I specifically want to understand what interactions take place between adults and children from this culture. I will live in this rural area and will be able to observe adult child interactions in their cultural context to gain this understanding.
There are also schools in each of these outlying communities where I will be able to observe interactions between teachers and students. I would also like to observe interactions that take place in the homes between parent and child. The schools will allow me access to the teachers and children. Then as I come to know the children and their parents through my relationship with the teacher it is likely that I will be able to get into homes in the community and work with these children.
Interactions between child-parent differ from culture to culture
Within a cultural there are many sub cultures. This then impacts
Expectations differ for these children
Teacher- child interactions vary as well
Overall intervention is not effective if you do not come from their cultural viewpoints.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.
Bronstein said it best when he said, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (
Making these observations which will allow me to understand adult child interactions and expectations of children in Mexico is significant. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
Much information about attitudes and perceptions of these children has been gathered previously. Some of this information is specific to location and cultures. Much of what has been gathered connects to the family. What are the feelings of these families and what are the emotions they are dealing with. Then it looks at how these emotions impact the family unit.
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. I will begin by showing a sincere desire to learn about their culture. I will have to show to them that I feel their cultural interactions are important to me and can help me become more
In order for this information to be gathered I will first need to build rapport with the families and community I will be working with. My first month and possibly even more time will be dedicated to building this rapport.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. As well I will learn about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. I will do activities they do in their homes with them. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they teach me.
The population I will be sampling will be very small. I hope only to reflect on the perceptions of a few families and then the perception of that specific small community that I will be living in. These perceptions will come mainly from mothers and hopefully a few fathers.
These people that I will be gathering my sample from will be those whom I have come to know. It will be the people I have come close to because they have been willing to spend time with me and we have build and developed a good rapport. This is a heavy issue and so the only way to gain access or insights is through those who want to and choose to open up and share information with me.
This information will be gathered in a variety of different ways. Observations will be done in homes where there is a child with special needs or disabilities. Interviews will also be conducted with those who have children with special needs. Due to the sensitivity of my topic and to protect these families only observations will be conducted to more fully understand how those in the community view them. This will lead to much hypothesis when drawing conclusions about their understanding, but it is the more ethical way to approach this topic.
The method which I will use, interviewing, to gather insight into parents’ perceptions will lead me to conclusions for my field study purpose. I will have to be immersed in their culture and see things how they see things if I’m going to accurately reflect their perceptions and understanding. Due to language there may be some barriers. I speak Spanish, but not perfectly. There is sure to be some miscommunications. Even with the words translated correctly there can be some confusion due to different interpretations or meanings of those words. To address these problems I will need to clarify meanings and verify what has been said and what I understand to have been said.
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The interviews will be conducted through casual conversation. If a parent does not wish to answer something I’m sure they would change the conversation. I as the one conducting this interview will have to be aware of those feelings and respect the change of direction of the conversation. I will not continue to press and issue if they have avoided answering.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities. The majority of which are from Mexico. This experience will give me insight into how these parents view their child who has special needs. Their understanding of their child impacts their involvement and interactions with them. This inquiry will allow me to see things how they see things and then allow me, because I am coming from their point of view, to know how to better help them.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if this is really the direction I would like my education to go as I go forward with these plans.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. I
This information will be gathered in a variety of different ways. Observations will be done in homes where there is a child with special needs or disabilities. Interviews will be conducted with those who have children with special needs.
Work Cited
Brown, Randel, Contreras, Diana, Shepherd, Terry L. (2003). Special Education In Mexico: One Community’s Response. Teaching Exceptional Children. Vol. 34(5), 8-11.
Bronstein, P (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me. I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
My own intervention ideas and strategies will then be aligned with parents expectations for their children and the parents will be more willing to implement those strategies. As the strategies are more fully implemented by the parents the children will make better gains in their developmental progress. I expect that there will not be any special education teachers or special education resources available to them. I do however expect that children who have less significant learning delays or disabilities will be included in the regular classroom setting. Due to the children’s delays or disabilities I hypothesize that teacher’s interactions with these children will be more frequent and will involve a wider range of attitudes and emotions then those the teacher has with other typical students.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities. My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. I specifically want to understand what interactions take place between adults and children from this culture. I will live in this rural area and will be able to observe adult child interactions in their cultural context to gain this understanding.
There are also schools in each of these outlying communities where I will be able to observe interactions between teachers and students. I would also like to observe interactions that take place in the homes between parent and child. The schools will allow me access to the teachers and children. Then as I come to know the children and their parents through my relationship with the teacher it is likely that I will be able to get into homes in the community and work with these children.
Interactions between child-parent differ from culture to culture
Within a cultural there are many sub cultures. This then impacts
Expectations differ for these children
Teacher- child interactions vary as well
Overall intervention is not effective if you do not come from their cultural viewpoints.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.
Bronstein said it best when he said, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (
Making these observations which will allow me to understand adult child interactions and expectations of children in Mexico is significant. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
Much information about attitudes and perceptions of these children has been gathered previously. Some of this information is specific to location and cultures. Much of what has been gathered connects to the family. What are the feelings of these families and what are the emotions they are dealing with. Then it looks at how these emotions impact the family unit.
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. I will begin by showing a sincere desire to learn about their culture. I will have to show to them that I feel their cultural interactions are important to me and can help me become more
In order for this information to be gathered I will first need to build rapport with the families and community I will be working with. My first month and possibly even more time will be dedicated to building this rapport.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. As well I will learn about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. I will do activities they do in their homes with them. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they teach me.
The population I will be sampling will be very small. I hope only to reflect on the perceptions of a few families and then the perception of that specific small community that I will be living in. These perceptions will come mainly from mothers and hopefully a few fathers.
These people that I will be gathering my sample from will be those whom I have come to know. It will be the people I have come close to because they have been willing to spend time with me and we have build and developed a good rapport. This is a heavy issue and so the only way to gain access or insights is through those who want to and choose to open up and share information with me.
This information will be gathered in a variety of different ways. Observations will be done in homes where there is a child with special needs or disabilities. Interviews will also be conducted with those who have children with special needs. Due to the sensitivity of my topic and to protect these families only observations will be conducted to more fully understand how those in the community view them. This will lead to much hypothesis when drawing conclusions about their understanding, but it is the more ethical way to approach this topic.
The method which I will use, interviewing, to gather insight into parents’ perceptions will lead me to conclusions for my field study purpose. I will have to be immersed in their culture and see things how they see things if I’m going to accurately reflect their perceptions and understanding. Due to language there may be some barriers. I speak Spanish, but not perfectly. There is sure to be some miscommunications. Even with the words translated correctly there can be some confusion due to different interpretations or meanings of those words. To address these problems I will need to clarify meanings and verify what has been said and what I understand to have been said.
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The interviews will be conducted through casual conversation. If a parent does not wish to answer something I’m sure they would change the conversation. I as the one conducting this interview will have to be aware of those feelings and respect the change of direction of the conversation. I will not continue to press and issue if they have avoided answering.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities. The majority of which are from Mexico. This experience will give me insight into how these parents view their child who has special needs. Their understanding of their child impacts their involvement and interactions with them. This inquiry will allow me to see things how they see things and then allow me, because I am coming from their point of view, to know how to better help them.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if this is really the direction I would like my education to go as I go forward with these plans.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. I
This information will be gathered in a variety of different ways. Observations will be done in homes where there is a child with special needs or disabilities. Interviews will be conducted with those who have children with special needs.
Work Cited
Brown, Randel, Contreras, Diana, Shepherd, Terry L. (2003). Special Education In Mexico: One Community’s Response. Teaching Exceptional Children. Vol. 34(5), 8-11.
Bronstein, P (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
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