Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research

Norheim, Helga; Moser, Thomas

doi:10.1080/1350293x.2020.1836582

Cited by 26 publications

(49 citation statements)

References 40 publications

(96 reference statements)

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“…För att stödja barnens utveckling i dessa avseenden, och skapa en brygga mellan de olika sociala och kulturella sfärer som förskolan och hemmet utgör, ses samarbetet mellan förskolans pedagoger och barnens föräldrar som mycket betydelsefullt (Nikoloudaki m. fl. 2018;Norheim & Moser 2020;Petriwskyj 2014). För föräldrarnas egen del innebär mötet med förskolans pedagoger ofta första steget i deras egen integrationsprocess ( Vandekerckhove & Aarssen 2020;Tobin 2020).…”

Section: Sammanfattningunclassified

“…Av den anledningen, och med hänsyn till de utmaningar som beskrivits ovan, efterfrågas ytterligare forskning som belyser hur man bäst stödjer nyanlända barn och deras familjer, och hur förståelsen mellan majoritetssamhället och migrerade familjer kan förbättras (Bove & Sharmahd 2020;Lazzari m. fl. 2020;Lunneblad 2017;Norheim & Moser 2020;Sønsthagen 2020).…”

Section: Sammanfattningunclassified

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Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Löthman

2022

Linköping Studies in Education and Social Sciences

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Preschool is seen as an important integration arena for newly arrived families with young children. The reception of newly arrived families has for a long time been unevenly distributed in the country with a strong concentration on metropolitan areas and larger cities. Consequently, previous research on integration of newly arrived families in Swedish preschools has been conducted in multicultural urban areas. However, since 2015, the number of newly arrived children in rural municipalities has increased. For that reason, it is relevant to also pay attention to how integration is achieved (or challenged) in a rural context. In this study, I examine how preschool practitioners at three rural preschools experienced receiving newly arrived families in 2015/2016. For many of these practitioners, working with linguistic and cultural diversity was at the time a new experience. Therefore, I have been able to study practitioners' narratives about the first steps towards integration and inclusion. Data was generated through focus-group interviews. With integration (Penninx 2019) and inclusion (Petriwskyj 2014) as theoretical starting points, the narratives were analyzed through Bakhtin's theory of dialogism. The findings are presented in two research papers: one that explores integration processes in relation to the migrant parents, and one that focus on the children's inclusion in preschool. The results show that the practitioners describe a change in terms of moving from a monologic to a dialogic stance in relation to the parents and the children. As regards the parents, the dialogic stance meant that the practitioners acknowledged the importance of meeting and discussing differences in experiences and perspectives with the parents. The dialogic encounters, in turn, led to enhanced confidence among the practitioners in facing "otherness", at the same time as they resulted in cultural reflexivity regarding the practitioner's own practices and values. As regards the children, the dialogic stance resulted in a critical examination of existing practices, and led the practitioners to reformulate their sense of preschool "normality". This, in turn, enhanced their flexibility in adjusting preschool's daily routines and practices in accordance with the needs of the children. In sum, the study demonstrates that a dialogical approach is a prerequisite for integration.

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Section: Sammanfattningunclassified

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Löthman

2022

Linköping Studies in Education and Social Sciences

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“…Therefore, the role of parents as substitute teachers in schools is to teach and motivate children to learn (Lin et al, 2020) becomes very important (Wentzel, 2020). There are four roles of parents in distance learning (Bokayev et al, 2021), namely: 1) Parents have a role as teachers at home (Bubb & Jones, 2020), where parents can guide their children in learning remotely from home; 2) Parents as facilitators (Norheim & Moser, 2020), namely parents as facilities and infrastructure for their children in implementing distance learning; 3) Parents as motivators (Bubb & Jones, 2020), namely parents can provide enthusiasm and support to their children in carrying out learning, so that children have the enthusiasm to learn, and get good achievements. and 4) Parents as influence or director.…”

Section: Introductionmentioning

confidence: 99%

Strategies for Parent Involvement During Distance Learning in Arabic Lessons in Elementary Schools

Kartel¹,

Charles²,

Xiao³

et al. 2022

J. Int. Lingua Tech

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This study aims to find various obstacles, describe, and provide strategies for parents when accompanying and providing direction to their children in distance learning. The method used in this research is the interview method. Interview, observation, listening, and note-taking techniques are data collection techniques used. The results of this study indicate that there are barriers for parents in distance learning. Among them are difficult internet signals, expensive internet quotas, and parents who are not able to fully guide and understand the material, so you have to ask your friends directly. The role of parents is very conducive to the academic success of a child. Always encourage and have innovations in child supervision so that children do not feel bored or even stressed in learning. There needs to be smooth coordination between parents and teachers. This assessment is needed to improve student learning outcomes. In the application of the home learning system, parents play an important role in the student learning process in the distance learning process at home today.

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“…Partnerships between parents and teachers in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being and learning, especially for children at risk for educational delays (Epstein, 2018;Norheim & Moser, 2020). The present study aimed to examine the differences in parents' relationships with teachers and parental participation in ECEC, across different immigrant groups and countries, and how this is associated with family, local context, and country characteristics.…”

Section: Discussionmentioning

confidence: 97%

Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research

Cited by 26 publications

References 40 publications

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Från monolog till dialog : Integration av nyanlända familjer i landsbygdsförskolor

Strategies for Parent Involvement During Distance Learning in Arabic Lessons in Elementary Schools

Immigrant parents’ acculturation strategies and involvement in children’s education

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