Teaching the Immigrant Child: Application of Child Development Theories

Abstract

Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed. Some suggestions for practice are also provided.

Immigrant and Refugee Youth Settlement Experiences: “A New Kind of War”

“…The current study aims to contribute to the existing body of research by examining the perspectives of immigrant youth regarding the factors that they perceived to have had a positive or negative influence on their settlement and integration experiences. Maslow's (1970) hierarchy of needs provides a useful framework for exploring the adaptation of immigrants to their adopted country (Adler, 1977;Nguyen, 1987;Onchwari, Onchwari, & Keengwe, 2008). Newcomers may initially struggle to satisfy the needs at the base of the hierarchy: physiological needs (e.g., food, sleep) and safety needs (e.g., security, shelter).…”

From Theory to Practice: Engaging Immigrant Parents in Their Children’s Education

“…The devaluing of immigrant parents' cultural capital is further exacerbated by educators' preservice training in the age-stage theories prevalent in the field of child development that portray childhood as a fairly narrow range of ages and stages without accounting for discrepancy of background. Although it is now increasingly recognized that milestones of childhood and definitions of optimal development are diverse and culturally dependent (Bernhard, 2003;Garcia Coll, 1990;Hedegaard, 2009;Lerner, 1988Lerner, , 1991O'Loughlin, 2009;Onchwari, Onchwari & Keengwe, 2008;Rogoff, 1990), immigrant children growing up with a different set of priorities than that of the educational system are often construed as behind and needing to catch up with their age-mates. Teachers, therefore, miss the many other ways that these children demonstrate strength and competence.…”

Parent's experiences with Strongstrart BC in four communities in British Columbia

“…Similarly, Vygotsky's sociocultural developmental theory (1978) emphasizes that children benefit socially and cognitively from interactions with senior members of society. Bronfenbrenner (1979Bronfenbrenner ( , 1986 argues that children develop within interrelated contextual systems created by their family and society, and the bi-directional influences of the child and the environmental systems shape the development of the child (Onchwari, Onchwari & Keengwe, 2008). This means that forces within and outside the family shape the course of both the individual and family's development (Dunst, 1995).…”