Introduction
Method
Participants
Educational levels | No primary education | Primary education | Secondary education | Tertiary education | Total |
---|---|---|---|---|---|
Arabic | 2 | 5 | 1 | 3 | 11 |
Berber | 2 | 2 | 5 | 2 | 11 |
Total | 4 | 7 | 6 | 5 | 22 |
Girls | Boys | Total | |
---|---|---|---|
Arabic | 7 | 4 | 11 |
Berber | 3 | 8 | 11 |
Total | 10 | 12 | 22 |
Data Collection
Procedure
Data Analysis
Results
Mothers’ Views and Values Related to Scholastic Learning
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Interviewer: “What do you think are the most important issues for your child to learn at school?”
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Parent: “Well, I think children can learn a lot. The rights of their parents, the meaning of love, love of brothers and sisters. Family members. The rights of neighbors, how to interact with them. Respect, how to treat people respectfully. Well, treating others with decency. They learn how to behave themselves, respectable and well-mannered. How to address elderly people, you know respectful. If you don’t teach them these things, than they grow up that way, not knowing what respect is and not able to address people in a decent way. They have to know to treat their parents respectfully and that they got to listen to them” (Berber, less educated).
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Interviewer: “What do you think are the most important issues for your child to learn at school?”
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Parent: “I think parenting has a great influence on the development of children. As a parent you have a contribution in this happening. If you don’t do anything, I am afraid they will learn bad things from the outside, or good things, you never know for sure. But I think they will learn bad things, because at home they don’t learn what’s good and bad. If they don’t learn at home what’s good and wrong, they will not learn this on the street. When they become older, you won’t be able to teach them that, so you have to do it when they are sensitive to this, when they are young” (Arab, less educated).
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Interviewer: “What skills do you think are important for your child to develop at school?”
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Parent: “As a parent I’m convinced of the fact you can contribute to the intelligence of your child. Reading from a good book, interacting about that to expand their intellect is a start, involving your child in a lot of interactions and answering their questions, helps constructing knowledge.” It makes a remarkable difference when they enter the primary school, it makes the transfer to school much easier” (Berber, highly educated).
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Interviewer: “I see, and are there things you are doing now to encourage X?”
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Parent: “Before his birth I read books for X. I’m still reading books for him, I tell stories and sing to him. Although he doesn’t understand everything, by offering this as soon as possible, he learns a lot. It’s wonderful to see how this affects his development” (Arab, highly educated).
Cognitive Learning Linked to Maturity
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Interviewer: “And what things you are doing now at home to encourage the development of X?”
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Parent: “I think school is an important place to learn a lot of things. I trust learning those school things at school. Right now X is too young to learn that, but when she is older, she will be able to learn that at school” (Arab, mother who cannot read).
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Parent: “Right now I don’t read books to X, she is too young for that. She can’t read yet.”
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Interviewer: “Okay, are there other activities you do to prepare X for school issues?”
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Parent: “Well, as I said before, she is far too young to learn those school things. It will come easily when she becomes older. I will help her then.” (Berber, less educated).
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Interviewer: “What do you mean “not waiting with stimulating activities”?
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Parent: “Well, he will get that matter at school, but when you help the child, learning will be easier when the child starts at school. I think the second step of learning will be easier. So, he (child) will learn those things at school. You can teach him those school things now, but it doesn’t have any meaning. He is just too young. He doesn’t understand yet. But when they begin learning in the third class, than you can definitely teach them something, they are older then” (Arab, less educated).
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Interviewer: “Are there other things you are doing now at home with X?”
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Parent: “I read her lots of fairytales. I sing with her. We read stories, we sing rhymes. She (child) likes very much to do all these things. It’s good for her, she learns a lot of words and it improves her language development. Only by undertaking a lot of activities she learns this kind of things. She also watches cartoons for her Dutch. She hears and learns new words” (Berber, middle educated).
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Interviewer: “I see, and are there other things you are doing at home with X?”
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Parent: “Because X is with me in the kitchen, doing lots of things, he learns a lot of words and terms. But also figures and the amounts they express. Especially the amount a figure expresses, that’s very important. He learns that by helping me in the kitchen, very naturally, by playing” (Arab, highly educated).
The Concept of Play and its Significance to Cognitive Development
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Interviewer: “Okay, could you explain to me why you think it’s senseless to prepare X on school issues like reading as you mentioned before?”
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Parent: “Well, look they don’t yet learn anything at the first 2 years of kindergarten. The first 2 years consists only of playing. I don’t think it’s important at that time to provide help. She only plays” (Arab, less educated).
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Interviewer: “What do you mean, “she doesn’t learns a lot”?
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Parent: “X is too young, she’s in the second class, now she plays a lot there, she doesn’t do many things, it’s all playing with dolls, puzzles and things like that. She is too young to learn school things right now. She will learn this next year if she moves to the other class. She will learn there a lot of things, now she is too young for that. Now she’s just playing” (Arab, mother who cannot read).
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Interviewer: “And do you play with X?”
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Parent: “I would like to do more things with my child if I had more spare time. I’m just too tired for those things. I just don’t have the energy after my work” (Berber, less educated).
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Interviewer: “And why do you think it’s important to play with X?”
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Parent: “Children learn a language between 0 and 2 years. This is a sensitive period and the best period at which children acquire a language. That’s why I read a lot to my children and play a lot with them, so that they can learn to distinguish different tones” (Berber, middle educated).
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Parent: “Well, children learn a lot by playing. I play memory games with cards with X, that is to help him to learn figures and the amounts they express. He also learns to memorize. He likes very much to turn the cards and to remember the figures he saw. Well things like this, they learn a lot just by playing” (Arab, highly educated).
Conversation as a Stimulating Activity Relevant to Cognitive Development
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Interviewer: “I see, X doesn’t understand everything. What do you think X understands about the things you are talking about?”
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Parent: “Well, there are lots of things which I can’t talk about. I think he is far too young to understand such things. Things like space, animals. He asks me why parents divorce, questions about the existence of God, that kind of questions. Those kinds of things are too difficult for him to understand. I don’t talk about that. I do talk about things that he can understand, things like shame, or how to behave when there are visitors. You have to tell them, otherwise they will not know what appropriate behavior is” (Arab, less educated).
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Interviewer: What do you mean “talking is better”?
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Parent: “Look, talking is much better than punishing because you explain why you are not allowed to do certain things. It’s very good to talk and to explain what’s bad and not. It also helps to reward children. I talk a lot to X about God and what we are allowed to do or not, telling lies for example. If you explain things, they understand much better why things are the way they are. They remember the next time” (Arab, less educated).
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Interviewer: “You said you think talking is important, could you explain to me what mean?”
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Parent: “A lot of talking is very important for children because they learn a lot of things. Due to talking, children learn and gain a lot of information about the world. If you offer them information, that raises a lot of questions, then you can talk about those things by answering their questions” (Arab, highly educated).
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Parent: “I talk a lot with X.”
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Interviewer: “Do you want to give me some examples about the things you talk about?”
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Parent: “We talk about things we come across while walking to school. I point out things we see and I tell him some things about them. Or he (child) asks me questions about things and I explain to him about them. Last time he asked me why leaves change color and fall during autumn. Of course he doesn’t understand everything, but he does understand a lot” (Berber, middle educated).
Reading as a Stimulating Activity Relevant to Cognitive Development
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Interviewer: “Could you explain why you think reading is good?”
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Parent: “I think it’s good for their development.”
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Interviewer: “What kind of development do you mean?”
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Parent: “Well, I think they get smarter when you read them a story. I don’t know, I read that in a magazine. She (child) likes that very much, during reading she points to illustrations, she tries to understand, and I think that’s good to learn to read” (Arab, less educated).
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Interviewer: “You said you think reading is important, why do you think so?”
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Parent: “I think reading is one of the most important things to do. I think it’s very informative for children, even though they can’t read. You can read to them, it’s important for them to hear stories. By reading books, they can develop knowledge about different subjects. Children ask a lot of questions, as a parent you can count on that” (Berber, middle educated).
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Interviewer: “What activities do you do With X at home?”
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Parent: “I do a lot of things with X. I read Classic Arabic stories to him so that he learns sophisticated language. I recite rhymes, we sing. I started this when he was a couple of months old. When he was two I started reading short stories, while looking together at pictures to learn colors and shapes, things like that. Well, I have different kind of books for teaching colors and characters for reading. That’s quite important for school and for his intellectual development” (Arab, highly educated).
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Interviewer: “So do you read to X?”
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Parent: “Well, I can’t read Dutch, so I ask my husband to read to X. Sometimes I also ask Y to read to his brother” (Berber, mother who cannot read).
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Parent: “Learning is something for school. I trust on the teachers to do their job. Of course I would like to help at home, but I can’t teach her how to read, write or counting skills. They (children) learn such things at school, so they must learn this at school.”
Stimulating Cultural and Religious Identity
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Interviewer: “In which language do you communicate with X?”
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Parent: “I speak my native language with my child. That’s very important for his background and religion. He has to know his roots, his religion, that’s very important. He must not forget his identity. That’s the responsibility of the parents. They have to speak their native language in order to teach that to their children. Otherwise they will forget” (Arab, mother who cannot read).
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Interviewer: “Do you speak Arab all the time with X?”
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Parent: “Not all the time, most of the time. When they learn Dutch, they speak Dutch at home.”
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Interviewer: “What do you hope your child to achieve at the Sunday school?”
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Parent: “I hope she will learn to read and write to become able to read the holy book. She will also learn the Arabic language. Finally I hope she will learn how to pray. It’s very important not to forget the language of her parents and grandparents. It’s her native language, her roots. It’s important to be able to communicate with others. But above all for religion” (Arab, mother who cannot read).
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Interviewer: “In which language do you communicate with X?”
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Parent: “I speak a lot of Dutch with my child, sometimes also Moroccan. We live here. The future of our children lies here, they have to make it here. They have to make it in Dutch, therefore they have to learn the language” (Berber, middle educated).
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Parent: “During telling or reading stories I speak Dutch with X. This is better. First I had my doubts, but it is also good for his native language. I decided to read stories in Dutch. They have to learn it at home, that’s important for school. It becomes very difficult for a child at school when he can’t understand things that are spoken in Dutch. In that way, he could easily fall behind” (Berber, middle educated).
Attributions of School Success
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Interviewer: “And what’s according to you the reason for not being succesful at school?”
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Parent: “Well, that has to do with the child, he hasn’t tried hard enough, so he just doesn’t want to learn” (Berber, mother who cannot read).
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Interviewer: “What do you think is the main reason for being succesful in school?”
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Parent: “I think the school has to pay more attention, they should give more homework. They shouldn’t let them do things just like that. They get very little homework. It’s their task to teach children properly and to make them intelligent” (Arab, less educated).
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Parent: “If you know it doesn’t go well at school, than they (teachers) have to help by giving children lots of homework, or they have to get some extra lessons at school” (Berber, mother who cannot read).
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Interviewer: “How do you mean extra lessons?”
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Parent: “Well, extra lessons after school-time if there are difficulties.”
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Interviewer: “What do you think is the main reason for being succesful in school?”
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Parent: “Well, it has of course also to do with school. Maybe they don’t offer enough or suitable help. But there are children that will not be successful even though you provide them the proper help. Maybe their brains are not capable of processing information” (Arab, less educated).
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Interviewer: “What do you think is the main reason for being successful in school?”
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Parent: “Well it has to do with the child, but also with a secure home environment, that’s the basis of it all. At home a child has to get protection, warmth and love. Structure and regularity are also important. These things affect the school achievements of a child. School plays an important role in achieving positive school results. The quality of the teachers also plays an important role. Are they able to adapt to the interests of children? Therefore I think that the quality of the school, the home environment, and the kind of parenting are important. But also the capacity of a child, whether the kind of education suits him or not” (Berber, middle educated).
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Parent: “Well, I think both sides are important. The school and the home environment. You see, it’s not enough to rely just on what the school offers. The school is helpful. But it’s also good to take up the learning subjects at home” (Arab, highly educated).
The Importance of Education and Expectations
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Parent: “Just to be able to help herself in this society, not being dependent on others. I think that’s very important, being independent, doing things on your own” (Arab, mother who cannot read).
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Parent: “I think it’s important to create opportunities for children to develop their own opinions. It’s worth listening to them. I want them to become assertive, to take initiative, to say what they think, to express their opinions, and to express themselves. That’s very important for this society, it’s important for success, you have to come along with everything. It’s also important for school” (Berber, middle educated).
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Parent: “I think it’s important for children not to obey always. We did that in former times, it was seen as something good. We had to listen to the teacher and to be quiet. These children must not do that. They must become assertive. Education broadens your world, it allows you in a certain way to deal with life. Education civilizes human beings” (Arab, highly educated).
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Interviewer: “What do you think is the most important goal for your child to achieve in school?”
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Parent: “I hope that he will study well to get a higher educational level in order to acquire a better professional job. I value a higher education level very much” (Berber, mother who cannot read).
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Parent: “I hope she will obtain a high education level, HAVO for example. It’s no problem to work very hard to obtain that level. I want her to achieve something in her life, doing a master study. HBO is also ok with me. I hope something in that direction. But if she is happy with something less, then I’m not going to force her” (Arab, less educated).
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Parent: “Well, getting a high educational level. A good level in order to obtain a professional career. Of course I expect a high level, but I must also be realistic” (Berber, middle educated).
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Parent: “I think it’s of great importance to graduate, to get a diploma. It provides the future much certainty, than without. Live becomes somewhat easier. And it’s of course very important for your own development” (Arab, highly educated).