Habitus and the Accomplishment of Natural Growth: Maternal Parenting Practices and the Achievement of ‘School-Readiness’

Abstract

RESEARCH HAS FOUND THAT the cognitive and developmental foundations laid down in the first two to three years of a child's life are very significant in determining future educational outcomes and life chances. These first few years, when most children spend the majority of their time at home, usually with their mothers, are vital in determining whether or not a child will be ‘school-ready’ when it is time for them to make the transition to formal schooling. The relationships between socioeconomic disadvantage, parenting practices, ‘school-readiness’ and future educational outcomes for children has been well researched. Understanding the factors that influence these relationships, particularly the role played by the mother's perceptions, attitudes and beliefs, is an area where further study will be of benefit. Bourdieu's (1984) theories linking ‘habitus’ to the reproduction of class and disadvantage through education provides the framework for this study, informed by Annette Lareau's (2003) work detailing two distinct class-based parenting styles, ‘concerted cultivation’ and ‘accomplishment of natural growth’. The research informing this paper employed qualitative interviews with five mothers living in regional Australia to gain some insights into their attitudes and practices in preparing their children for the important early life transition to school. The findings highlight the important role of a mother's own life experiences and socioeconomic status in determining these attitudes and practices and indicate a need for further study to understand how this impacts on children's school-readiness and future life course.