Diversities in Early Childhood Education

Genishi, Celia; Goodwin, A. Lin

doi:10.4324/9780203939048

Cited by 15 publications

(7 citation statements)

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“…Since preservice teachers are educated into a developmental framework based on research with Western, white middle-class children, the cultural capital of immigrant families is largely invisible or inaccessible to them (Bernhard, 2010). The "right kind" of capital is often reflected in curriculum, pedagogy, and assessment (Genishi & Goodwin, 2008); therefore, young children from such backgrounds continue to be viewed as inadequate in relation to preset developmental norms and expectations (Yosso, 2005). The typical societal response is to offset such "disadvantage" through interventions aimed at building up the "right kind" of cultural capital these children are perceived to need to succeed in school.…”

Section: Dominant Views Of Culturally Diverse Familiesmentioning

confidence: 99%

The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

Massing

Kirova

Hennig³

2016

J Child. Stud.

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Involving immigrant and refugee families is a desirable goal of ECEprograms in Canada; however, families are typically brought into aprescriptive, defined space framed by Euro-North American standards of developmental appropriateness. Within this space, immigrant and refugee families’ funds of cultural knowledge are systematically marginalized. An intercultural preschool program, in which English was the common language alongside three otherlanguages, aimed at enhancing the children’s knowledge and pride intheir home languages and cultures; the program challenged the conventional view of parental involvement. First language facilitators and cultural brokers acted as conduits between home and preschool and supported social networking within each of the three cultural communities represented in the program. Drawing on data collected through ethnographic methods during a unit on babies as part of an emergent curriculum, the authors describe how the facilitators and brokers brought newcomer families’ knowledge funds into the classroom and curriculum, resulting in a culturally sustaining pedagogy.

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Section: Dominant Views Of Culturally Diverse Familiesmentioning

confidence: 99%

The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

Massing

Kirova

Hennig³

2016

J Child. Stud.

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“…This construct has been upheld as the foundation of quality teaching (e.g. Brookfield, 1995;Gore & Zeichner, 1991;Schön, 1983;Wood & Bennett, 2000) but we echo Genishi and Goodwin (2008) in their call for educators to 'push ourselves beyond comfort zones' (p. 278) in these times when diversity has become the new norm.…”

Section: Dialoguing and Interrogating Assumptionsmentioning

confidence: 95%

Creating Polyphony with Exploratory Web Documentation in Singapore

Lim

Lum

2012

Australasian Journal of Early Childhood

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WE INTRODUCE AND REFLECT ON Images of Teaching, an ongoing web documentation research project on preschool teaching in Singapore. This paper discusses the project's purpose, methodological process, and our learning points as researchers who aim to contribute towards inquiry-based professional learning. The website offers a window into some Singaporean ways of working with young children in preschool settings; it contains video examples of authentic classroom teaching, contextualised with teacher reflections, artefacts, and interview transcripts. Based on two years of reflection and research meetings, we discuss four key learning points: a) utilising the affordances of web technology to create heteroglossia; b) the need to diversify ‘best practices'; c) encouraging dialogue and interrogation; and d) the need to see ourselves as knowledge brokers.

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“…It is not just a question of diversity, although this certainly is important to a child's identity (Genishi &Goodwin, 2008). It is Downloaded by [University of North Texas] at 03:23 03 December 2014 also about how children's languages fit within the purposes of early childhood education.…”

Section: Language As Expression: Immigrant Teachers' Constructivist Amentioning

confidence: 99%

ConfirmingChanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers

Adair

2011

Journal of Early Childhood Teacher Education

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Diversities in Early Childhood Education

Cited by 15 publications

References 0 publications

The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

Creating Polyphony with Exploratory Web Documentation in Singapore

ConfirmingChanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers

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