Contemporary perspectives on research on immigration in early childhood education / edited by Olivia N. Saracho.

Format:

Book

Contributor:

Saracho, Olivia N., editor.

Series:

Contemporary perspectives in early childhood education.

Contemporary perspectives in early childhood education

Language:

English

Subjects (All):

Children of immigrants--Education (Early childhood)--United States.

Children of immigrants.

Refugee children--Education (Early childhood)--United States.

Refugee children.

Linguistic minorities--Education (Early childhood)--United States.

Linguistic minorities.

Education, Bilingual--Study and teaching (Early childhood).

Education, Bilingual.

Multicultural education--Study and teaching (Early childhood).

Multicultural education.

Education, Preschool--Research--United States.

Education, Preschool.

Emigration and immigration--Social aspects--United States.

Emigration and immigration.

Culturally relevant pedagogy--United States.

Culturally relevant pedagogy.

Physical Description:

1 online resource (217 pages)

Edition:

First edition.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing Inc., [2023]

Summary:

"Immigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 an cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US. Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths. The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers' personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children's development and learning. Immigration researchers and scholars are invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education. The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume need to reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice"-- Provided by publisher.

Contents:

Editorial advisory board. Consulting editors immigration

Part I: Historical perspectives on the immigration of young children

Chapter 1. Research and issues on the immigration of young children / Olivia N. Saracho

Chapter 2. A historical perspective of immigration in the United States / Olivia N. Saracho

Chapter 3. Educational policies for teaching young immigrant children / Hongye Zeng and Olivia N. Saracho

Part II: Immigrant children's familiarization and cultural transformation

Chapter 4. Immigrant children and early childhood education in Japan: Toward culturally responsive and empowering practices / Yoko Yamamoto and Naoko Yabuta

Chapter 5. School readiness skills of latinx children: Building on the strengths of the home learning environment / Susan Sonnenschein, Brook E. Sawyer, and Peggy Kong

Chapter 6. Towards translanguaging in early literacy practices / Susan Hill, Gulsah Ozturk, and Gunay Aghayeva

Chapter 7. Refugee families with young children in u.s. Schools: A review reflecting resilience and cultural capital / Nicole B. Adams and Rosa Milagros Santos

Part III: The education of young immigrant children

Chapter 8. Health issues of immigrant children and the helping role of schools / Nancy Dixon

Chapter 9. Immigrant children as dual language learners: A research review on preschool supports for developing bilinguals / Anne Partika

Chapter 10. A social cognitive perspective on intergroup relations with immigrant learners in early childhood / Sona Kumar and Kathleen Corriveau

Part IV: Conclusion: Insights and future research directions on immigration

Chapter 11. Transforming the future of young immigrant children and their families: Research and practice / Olivia N. Saracho. About the Contributors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

979-88-87303-13-0

OCLC:

1390591811