Bridging home and school: understanding immigrant mothers’ cultural capital and concerns about play-based learning

Yahya, Raudhah

doi:10.1080/09575146.2015.1110786

Cited by 14 publications

(11 citation statements)

References 20 publications

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“…Başka bir araştırma da Aboud ve arkadaşları ise farklı özellikteki bireylerden oluşmuş grup çalışmalarının insanların farklılıklara saygı duymalarını güçlendirdiğini vurgulamıştır (York, 2016). Anne babaların öğrenme kuramlarının temel ilkelerini ve okuldaki pedagojik uygulamalarla ilgili kaygılarını belirlemek için göçmen annelerin erken öğrenme konusundaki deneyimlerini ve perspektiflerini araştıran bir çalışmada, eğitimcilerin ailelerle diyaloga girmesini; böylece ebeveynlerin kültürel sermayesi ve oyuna dayalı öğrenmeye dair anlayışı geliştirerek çocuklarına katkıda bulunacakları sonucuna varmıştır (Yahya, 2016). Bir diğer araştırma da çocukların eğitimsel deneyimlerine ailelerin katılımı, yıllardır erken çocukluk eğitiminin hayati bir parçası olarak kabul edilmiştir ve ulusal eğitim politikası belirleyicileri, bunu öncelikli olarak kabul etmeye devam etmektedir (McWayne, Campos & Owsianik, 2008).…”

Section: Sonuç Tartışma Ve öNerilerunclassified

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The Effects of Respect for Diversity Program with Family Involvement on 5 and 6 Year Old Children Respect for Diversity

Polat

Yildiz

2018

Eğitimde Kuram Ve Uygulama

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Programının" çocukların farklılıklara saygı düzeyine etkisinin incelemektir. Yapılandırmacı yaklaşım temel alınarak hazırlanan "5-6 Yaş Grubu İçin Geliştirilen Aile Katılımlı Farklılıklara Saygı Programı" haftada 3 gün her güne birer tane olmak üzere toplam 52 adet bütünleştirilmiş etkinlikten oluşmaktadır. Araştırma nicel bir çalışmadır. Deneysel modellerden ön test-son test kontrol gruplu model kullanılmıştır. Araştırmanın çalışma grubunu 2015-2016 eğitim ve öğretim yılı bahar döneminde İstanbul ilinin Kadıköy ilçesinde yer alan okul öncesi eğitim kurumuna devam eden 5-6 yaş grubundaki 12 kişilik deney grubu (7 kız 5 erkek), 11 kişilik kontrol grubu (7 kız 4 erkek) olmak üzere toplam 23 çocuk oluşturmaktadır. Araştırmada veri toplama aracı olarak Ekmişoğlu (2007) tarafından geliştirilen "Farklılıklara Saygı Ölçeği" kullanılmıştır. Verilerin çözümlenmesinde non-parametrik testler kullanılmıştır. Deney ve kontrol grupların ön test sonuçları arasında fark olup olmadığını belirlemek üzere Mann Whitney-U testi yapılmıştır. Deney grubunun ön test ve son test toplam puanlarını karşılaştırmak için Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Deney ve kontrol grubunun son test puanları arasında fark olup olmadığı Mann Whitney-U testi ile kontrol edilmiştir. Araştırma sonuçlarına dayanarak, "5-6 Yaş Grubu İçin Geliştirilen Aile Katılımlı Farklılıklara Saygı Programının" çocukların farklılıklara saygı düzeyini olumlu yönde etkilediği söylenebilir.

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Section: Sonuç Tartışma Ve öNerilerunclassified

“…", sorusuna yıllardır aranan yanıtlar aile katılımlı programların daha etkili olduğunu göstermiştir. Yahya (2016)'ya göre eğitimcilerin ailelerle iletişim halinde olması, ev ziyaretleri yapmaları ailelerin kültürel mirasına katkı sağladığı gibi oyuna dayalı öğrenmeye dair çocuklarına da olumlu katkıda bulunacaktır.…”

Section: Introductionunclassified

The Effects of Respect for Diversity Program with Family Involvement on 5 and 6 Year Old Children Respect for Diversity

Polat

Yildiz

2018

Eğitimde Kuram Ve Uygulama

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“…Subject to thematic variation, their positions range from rejection or contest through to negotiations of their partial or careful acceptance, variably discursively realized in the story worlds they construct as well as in the interactional and wider discursive contexts of their storytelling. As in previous research (Yahya, 2015), worries and concerns are more prominent in narratives on the academic aspects of learning where the fostering of language, early literacy and other skills through a play-based approach is actively questioned. In stories where the parents reflect on their children's autonomy as young learners, their social skills nurtured through peer-relations or their experiential learning outdoors, they tend more towards careful or partial alignment with the observed practice.…”

Section: Concluding Discussionmentioning

confidence: 77%

“…Furthermore, rather than relying solely on the extended family for counsel on their children's education, multilingual families may consider varied community opinions in their decisions (Wesely, 2016). Careful consideration of family cultural capital and their experience of early learning in a resettlement context has been called for (Yahya, 2015).…”

Section: Introductionmentioning

confidence: 99%

Negotiating learning in early childhood: Narratives from migrant homes

Bubikova-Moan

2017

Linguistics and Education

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The study investigates how parents of Polish ethnic background, resettled in Norway, reflect on their children's learning in Norwegian early years educational institutions through 19 qualitative interviews. With narratives of experience as the main theoretical and analytical vantage point, their negotiations of positioning towards the Norwegian educational practice are explored in the narrative worlds they construct, in the interactional context of the interview and in the wider socio-cultural contexts. While questioning, challenging and deliberating the observed practice through a variety of narrative formats and discursive means, their positions are shown to range from open contest to variable forms of ambivalence and acceptance, subject to thematic variation. The study thus provides a platform for the interviewed parents to orchestrate unique situated voices engaged in a discursive process of reflection on their children's new educational reality.

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“…That is to say, parents seem to believe in the mutual exclusivity of play and learning. For example, research from multiple countries has reported that while parents acknowledge the positive and important aspects of play, they also feel it is less important than the development of academic skills and expressed concerns about whether play-based learning would adequately prepare children for future education (Baker, 2014;Kane, 2016;Yahya, 2016). These responses indicate a play and learning binary, the idea that social and academic skills are exclusive.…”

Section: Parental Perceptions Of Play-based Learning: Play and Academic Outcomes Are Mutually Exclusive (Most Of The Time)mentioning

confidence: 99%

Families’ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice

Carolan

McIsaac

Richard

et al. 2020

Journal of Research in Childhood Education

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This study examined families' experiences of a publicly funded, play-based early learning program for children in the year before school entry. An online survey was conducted with parents and/or guardians (n = 291) to learn about their child's outcomes in the program, their perception of play-based learning, attitudes toward the program, and how the program supported their family. Socio-demographic information was also collected (income, education). A concurrent triangulation mixed methods design was used in the analysis of quantitative and qualitative survey questions through descriptive and inferential statistics, followed by content analysis of open-ended responses. The majority of parents felt their child was supported by the program and would transition more easily to the first year of school as a result of participating. The results also indicate the importance of connection to school community and good communication with a child's educators as predictors for positive attitudes toward play-based learning. Overall, the study reinforces the importance of publicly funded quality early childhood education and ensuring that parents value the play-based philosophy of these programs.

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Bridging home and school: understanding immigrant mothers’ cultural capital and concerns about play-based learning

Cited by 14 publications

References 20 publications

The Effects of Respect for Diversity Program with Family Involvement on 5 and 6 Year Old Children Respect for Diversity

The Effects of Respect for Diversity Program with Family Involvement on 5 and 6 Year Old Children Respect for Diversity

Negotiating learning in early childhood: Narratives from migrant homes

Families’ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice

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