Session Information
14 SES 07 A, Multicultural Aspects of School, Family and Community Partnerships: The Dimension of Immigration
Paper Session
Contribution
Families with migration background who have no or little knowledge of the local language and the national education system need support in order to provide their children with good opportunities for a successful start to their educational biography. Regarding the international political educational discourses, early childhood education in general and early language support in particular are deemed as powerful instruments to develop and support equal starting conditions on the path towards lifelong learning. Moreover, the attending of pre-school institutions is also seen as an effective measurement to support integrative processes of children and their families with migration background into the local society.
The interest in the findings of this longitudinal study is directed at young children who take part in preschool language support, their families, the pedagogical staff and the complex interactions that are effective between these three groups of actors. Parallel to this, it will be investigated in what way early language support of children impacts on the family as place of education, since for young children their family is usually the most important place in their daily life. Using the “bioecological model of human development” by Bronfenbrenner & Morris (2006) as a theoretical framework, the study is based on a model which makes it possible to investigate a differentiated analysis of mutually dependent development processes of the actors involved over time.
The longitudinal study involves 30 families with migration background whose 3-year old children join a pre-school institution that offer language courses in the local language (German). In addition there is a comparison group consisting of 15 Swiss families whose children attend the same institutions. It also involves 15 teaching professionals. The sample was recruited from three different early childhood language projects in Switzerland.
In this presentation the results of the first year of investigation will be presented, focused on:
- What is the family’s general view of early childhood education?
- How does the cooperation between the family and the teaching establishment manifest itself?
- To what changes in the family as a place of education does the early
language support of the child lead
- What effect does early language support have on the immediate
development of language competences?
- Are there integration processes evolving through the expansion of the
social network?
Method
Expected Outcomes
References
Bronfenbrenner, U. & Morris, A. P. (2006). The Bioecological Model of Human Development. In W. Damon & R. M. Lerner (eds.), Handbook of Child Psychology Vol. 1 (6th ed.) (pp. 793-828). New York: John Wiley & Sons, Inc. Caldwell, B. M.,& Bradley, R. H. (2003). HOME Inventory and administration Manual. (4th ed.). University of Arkansas: Little Rock. Edelmann, D. (2010). Frühe Förderung von Kindern aus Familien mit Migrationshintergrund – von Betreuung und Erziehung hin zu Bildung und Integration. In M. Stamm & D. Edelmann (Hrsg.), Frühkindliche Bildung, Betreuung und Erziehung – Was kann die Schweiz lernen? (S. 199-220). Zürich/Chur: Rüegger. Feinstein, L., Duckworth, K. & Sabates, R. (2008). Education and the Family. Passing Success across the Generations. London: Routledge. Fiese, B. H., Eckert, T. & Spagnola, M. (2006). Family Context in early Childhood: A Look at Practices and Beliefs that promote early Learning. In B. Spodek & O. N. Saracho (eds.), Handbook of Research on the Education of young Children (2nd. ed.). (p. 393-409). Mahwah: Lawrence Erlbaum Associates. Grimm, H. (2001). SETK 3-5. Sprachentwicklungstest für drei- bis fünfjährige Kinder. Göttingen: Hogrefe. Patel, S., Corter, C. & Pelletier, J. (2008). What do Families Want? Understanding their goals for early childhood services. In M. Cornish (ed.), Promising Practices for Partnering with Families in the Early Years (pp. 103-135). Information Age Publishing. Saracho, O. N. & Spodek, B. (eds.). (2004). Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education. Connecticut: Information Age Publishing. Stamm, M. & Edelmann, D. (Hrsg.). (2010). Frühkindliche Bildung – Was kann die Schweiz lernen? Zürich/Chur: Rüegger. Tellegen, P.J., Laros, J.A. & Petermann, F. (2007). Snijders-Oomen non-verbaler Intelligenztest von 2,5 bis 7 Jahre (SON-R). Göttingen: Hogrefe. Tolani, N. & Brooks-Gunn, J. (2008). Family Support, international Trends. In M. M. Haith & J. B. Benson (eds.), Encyclopaedia of infant and early childhood development (pp. 501-515). Oxford: Elsevier.
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