Teaching immigrant children: learning from the experiences of immigrant early childhood teachers

McDevitt, Seung Eun

doi:10.1080/10901027.2020.1818650

Cited by 15 publications

(4 citation statements)

References 27 publications

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“…Drawing on multimodal ethnography, we have revealed the embodied ways in which Lexie communicated with her family, friends and teacher in relation to the social and cultural backdrops of her home and ECE centre (Dicks et al, 2011). Use of spoken languages, including Lexie's home heritage language, was not diminished as an important mode of communication in this story, but rather foregrounded as one critical aspect of how meaning was expressed while also situated in the special relationship between Lexie, her family and her teacher who shared a common heritage and experience of migration (McDevitt, 2021).…”

Section: Discussionmentioning

confidence: 90%

Toddlers as active, competent story weavers: Lexie’s story

White

Gaffney

Hedges

2021

Journal of Early Childhood Literacy

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Communication and literacy development of young children is shaped by the nature of social and cultural relationships in everyday situations. Few studies, however, have explored early story experiences encountered by infants and toddlers in naturalistic settings. We argue that personal stories about everyday lived experiences are a vital context for considering how toddlers develop communicative competencies as they participate in these stories within their families and communities. The paper presents selected findings from a qualitative study underpinned by a broad theoretical view of story embedded in a sociocultural, participatory framework. We contend that stories are collaborative, social endeavours in which intersubjectivity is accomplished collectively and multimodally. Evidence is offered of the communicative process enacted by 1-year-old Lexie, her parent, teacher and peers, as they shared meaning together in a personal story about eating lunch. Lexie and her family were participants in a wider study of the story experiences of 1-year-old toddlers, within and across their family home and early childhood settings, in a culturally diverse community of Aotearoa New Zealand. Drawing on multimodal ethnography and video data, findings illustrate how Lexie and her family, teacher and peers actively participated together in the weaving of a shared personal story using verbal, visual and kinaesthetic forms of communication. The study contributes to the field of early childhood literacy by providing unique insights into the potential of everyday personal stories as a valuable context for exploring ways children’s communicative competencies are developed through relationships in family and community settings.

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Section: Discussionmentioning

confidence: 90%

Toddlers as active, competent story weavers: Lexie’s story

White

Gaffney

Hedges

2021

Journal of Early Childhood Literacy

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“…Pre-service teachers of color, disabled teachers, and families and communities of color can contribute to these discussions as knowledge generators, breaking down the power hierarchies that dictate whose knowledge matters (Annamma and Morrison, 2018). Pre-service teachers of color and disabled teachers need to have their assets acknowledged and used as resources to both increase access and belonging within teacher education programs and support effective preparation for all teachers to serve multiply marginalized children of color and their families (Cheruvu et al, 2015; McDevitt, 2021; Valle et al, 2004).…”

Section: Discrit Pedagogymentioning

confidence: 99%

Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs

Love

Hancock

2022

Contemporary Issues in Early Childhood

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Efforts to “professionalize” early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies to honor relationships and interdependence.

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“…Kepribadian pendidik yang suka memberi pujian, amat diperlukan. Salah satu kebutuhan dasar peserta didik sebagai individu adalah pujian (McDevitt, 2021;Le, 2021), mereka haus akan pujian, penghargaan yang tulus, dan jujur dari pendidik. Keinginan ini merupakan sifat-sifat dasar manusia yang membedakannya dengan hewan (Van, 2021;Bøsterud, 2021).…”

Section: Pendahuluanunclassified

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Lase¹,

Zega²

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Penelitian ini bertujuan untuk mengungkap, mengkaji lebih dalam apa adanya, secara spesifik dan urut mengenai kualitas sikap kepribadian guru dalam mendidik peserta didik. menggunakan metode deskriptif bersifat kuantitatif-kualitatif. Pengumpulan data dengan teknik skala likert menggunakan kuesioner, dan instrumen berupa angket tertutup yang dikembangkan berdasarkan pokok-pokok penelitian. Instrumen ini disebar secara acak dari populasi guru-guru PAUD di kota Gunungsitoli sebagai responden dan sumber data penelitian. Data dianalisis secara kuantitatif, dan selanjutnya hasilnya akan dideskripsikan secara kualitatif. Hasil penelitian mengungkap bahwa kualitas sikap kepribadian guru berada pada kategori kurang dan sikap kepribadin ini berdampak besar terhadap motivasi belajar peserta didik, baik secara positif maupun negatif. Direkomendasikan kepada para pendidik agar mengembangkan kualitas sikap kepribadian yang baik

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Teaching immigrant children: learning from the experiences of immigrant early childhood teachers

Cited by 15 publications

References 27 publications

Toddlers as active, competent story weavers: Lexie’s story

Toddlers as active, competent story weavers: Lexie’s story

Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

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