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Author: Sheri Ann Bielma Publisher: ISBN: Category : Languages : en Pages : 35
Book Description
The purpose of this project was to explore effective ways of reaching Mexican immigrant parents in developing emergent literacy skills in their preschool age children at home. The project addressed the key problem that little curriculum exists that is specifically designed to support Mexican immigrant parents in home literacy practices. The resulting curriculum for educators provided three workshops and two coaching sessions for Mexican immigrant parents. The first workshop provided parents with an understanding of the need for literacy interactions at home during the preschool years in light of kindergarten Common Core Standards and current literacy research. The subsequent workshops taught the process of dialogic reading and were supported with follow up coaching sessions. The project is significant because it provided a resource specifically for Mexican immigrant parents that involves them in their children's literacy education. Few resources existed in the community that empowered parents in this manner. The project contributes to current outreach to families regarding early literacy education. It also contributes to helping families of English Language Learners.
Author: Sheri Ann Bielma Publisher: ISBN: Category : Languages : en Pages : 35
Book Description
The purpose of this project was to explore effective ways of reaching Mexican immigrant parents in developing emergent literacy skills in their preschool age children at home. The project addressed the key problem that little curriculum exists that is specifically designed to support Mexican immigrant parents in home literacy practices. The resulting curriculum for educators provided three workshops and two coaching sessions for Mexican immigrant parents. The first workshop provided parents with an understanding of the need for literacy interactions at home during the preschool years in light of kindergarten Common Core Standards and current literacy research. The subsequent workshops taught the process of dialogic reading and were supported with follow up coaching sessions. The project is significant because it provided a resource specifically for Mexican immigrant parents that involves them in their children's literacy education. Few resources existed in the community that empowered parents in this manner. The project contributes to current outreach to families regarding early literacy education. It also contributes to helping families of English Language Learners.
Author: Natalie Elizabeth Dopson Publisher: ISBN: Category : Language disorders Languages : en Pages : 178
Book Description
Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
Author: Jerome Chavez Zamora Publisher: ISBN: Category : Children of immigrants Languages : en Pages : 111
Book Description
This qualitative study investigates the at-home educational efforts of six immigrant families as they prepare their children for school in the United States. The participants' at-home educational activities were provided by the Mexican immigrant families using photographs of activities that they judged as skills which developed the child's ability to engage with other children, teachers, and the curriculum on their first day at school. Photovoice methodology was used in order to provide the Mexican immigrants' voice. The families were recruited from a large urban city in the Southwest with a large immigrant population. They were recruited from medical centers, social support centers, churches with immigrant communities, and schools that had Mexican immigrant children in attendance. The schools and churches provided the greatest source of participants. The educational level of the parents varied from over fifteen years to three years of schooling in Mexico. The children in the study were citizens of the United States, were from two to four years of age, had not yet attended school in the U.S., but had siblings attending public schools in the United States. The families opened their life to the researcher and provided an insight through their photographs that could not have been gained if only interviews and/or questionnaires were used. The twenty five photographs selected to identify the six educational themes that were highlighted throughout the study are demonstrative of what the families in the study were doing to prepare their children for their first day of school. Mexican immigrant parents have high expectations for their children and are willing to sacrifice for the childrens' education.
Author: National Research Council and Institute of Medicine Publisher: National Academies Press ISBN: 0309065615 Category : Social Science Languages : en Pages : 335
Book Description
Immigrant children and youth are the fastest growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. However, relevant public policy is shaped less by informed discussion than by politicized contention over welfare reform and immigration limits. From Generation to Generation explores what we know about the development of white, black, Hispanic, and Asian children and youth from numerous countries of origin. Describing the status of immigrant children and youth as "severely understudied," the committee both draws on and supplements existing research to characterize the current status and outlook of immigrant children. The book discusses the many factorsâ€"family size, fluency in English, parent employment, acculturation, delivery of health and social services, and public policiesâ€"that shape the outlook for the lives of these children and youth. The committee makes recommendations for improved research and data collection designed to advance knowledge about these children and, as a result, their visibility in current policy debates.
Author: Bernard Spodek Publisher: Routledge ISBN: 1135466068 Category : Education Languages : en Pages : 619
Book Description
The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments.A valuable tool for all those who work and study in the field?of early child.
Author: Neda Nicole Hall Publisher: ISBN: Category : Languages : en Pages : 138
Book Description
Early childhood is a critical period for literacy development. Early literacy influences reading achievement later in childhood. An increased understanding of parents' cultural models and practices about their children's literacy development can assist educators by enhancing home-school connections. Additionally, with a better understanding of what home practices Mexican immigrant and Mexican American parents use, educators can avoid viewing parents' home literacy practices from a deficit perspective and instead build upon these practices and strengthen the home-school connection. Parent literacy surveys were distributed to several Sacramento area Head Start locations. Nineteen surveys were returned by Mexican-American and Mexican Immigrant families. Although results of comparisons in the present study were not significant, the results of this study and previous research indicate that Latino families engage in culturally relevant literacy practices with their children.
Author: Luilia E. Palermo Publisher: ISBN: 9781369139471 Category : Education, Preschool Languages : en Pages : 202
Book Description
The purpose of this study was to investigate Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program (PEIP) in a United States school. Parent involvement practices have been a hallmark of Head Start programs since the early 1970s. More recently, PEIP has spread to other early childhood programs such as Preschool for All in the State of Illinois as a program requirement. However, not much knowledge exists regarding Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program. The study findings indicate that Hispanic immigrant preschool parents' home educational practices may differ from what U.S. schools may expect, but the families welcome the educational supports provided to them during the school involvement programs. The study was qualitative in nature, as the majority of the data was collected in a natural setting through observations. The parents and children were observed during PEIP activities and during home activities; teachers were also observed during PEIP. In addition, interviews were completed with parents and teachers. Results show that the Hispanic immigrant preschool parents enjoyed participating in the PEIP program, and showed high levels of engagement during parent-child school activities. Parents stated that before the program they did not read to their children, but that throughout the program they learned why it is important to read to children at an early age. Additionally, I learned that the preschool teachers participating in this PEIP program valued parent involvement and had positive perceptions about the parents' home-school connections.
Author: Maria Teodora Ping Publisher: Universal-Publishers ISBN: 1612337864 Category : Foreign Language Study Languages : en Pages : 348
Book Description
This book describes a doctoral research project which aims at investigating actual practices of dialogic oriented shared book reading targeting immigrant children in German kindergartens. In this particular research project, the potential contributions of these practices to children's German as second language learning were also assessed. The participants of the study were five native German speaking kindergarten teachers (Erzieherinnen) and five groups of four to six children ages 3- 6 years old. The data sources were videotaped shared book reading sessions which were afterwards transcribed and analysed by using content analysis method. The analysis phases of the study revealed the following findings: 1) there were three different forms of interactions found during the observed shared book reading situations; 2) there were various educators' strategies and children's behaviours observed during the videotaped shared book reading situations, which to some extent were congruent; 3) there were potential contributions of different forms of interactions to children's second language learning. Eventually, the findings of this study are expected to give theoretical and methodological contributions to the field of early childhood second language learning. Moreover, it is also expected to be a solid empirical basis to support the improvement of language promotion programs for immigrant children in German kindergartens.
Author: Lauren Marie Cycyk Publisher: ISBN: Category : Languages : en Pages : 210
Book Description
This two-part dissertation investigated the home language experiences and language development of 35 toddler-aged children from low-income Mexican immigrant families. These children represent a rapidly growing demographic in the United States. Because early language abilities are closely linked to later academic success, understanding the characteristics of the early language learning experiences provided in the homes of Mexican immigrant children is a foundational step to supporting their strengths and needs prior to formal school entry. In the first study of this dissertation, semi-structured interviews were conducted with the children's mothers regarding the everyday activity settings of their young children. Degree of maternal acculturation was also assessed. Commonalities and variations in mothers' values, beliefs, and practices regarding language teaching and learning were revealed. The commonalities included attention towards children's early behavior and social skills, collective child-rearing practices, emphasis on the family unit and Mexican identity, and support for Spanish-English language learning and educational success, among others. A limited number of variations were also found to be associated with mothers' affiliation with Anglo-American culture. In the second study, naturalistic recordings of the toddlers' language input in the home were analyzed in-depth to describe features of the quantity and quality of the input to which children were exposed. A wide range of variability in children's quantity and quality was found. In addition, the relative amount of Spanish and English spoken to children was determined. Spanish was the primary language used with children, although English was also used in most homes. Children's productive vocabulary in both languages was further measured contemporaneously; total vocabulary size ranged widely across children. There were no associations revealed between the characteristics of children's language input quantity and quality and their productive vocabulary, although quantity and quality were related to one another. Implications of both studies to early childhood researchers and practitioners focused on early language development, including speech-language pathologists, are discussed.
Author: Sheri Ann Bielma
Author: Sheri Ann Bielma
Author: Natalie Elizabeth Dopson
Author: Jerome Chavez Zamora
Author: National Research Council and Institute of Medicine
Author: Bernard Spodek
Author: Neda Nicole Hall
Author: Luilia E. Palermo
Author: Maria Teodora Ping
Author: Lauren Marie Cycyk
Author: Patsy Roybal