Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Schwartz, Mila; Ragnarsdóttir, Hanna; Toren, Nurit Kaplan; Dror, Orit

doi:10.1016/j.linged.2022.101125

Cited by 11 publications

(6 citation statements)

References 33 publications

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“…It is obvious that the statements highlight pedagogical competence (Lillvist et al, 2014;Dikilitaş, Bahrami & Erbakan, 2023;Šteinberga, 2013;Mathers, 2021), individual competence (Lillvist et al, 2014;Schwartz et al, 2022), intercultural communicative competence (Martin-Beltrán, Durham, & Cataneo, 2023;Patel et al, 2023), while, for example, competence of a child perspective (Lillvist et al, 2014;Patel et al, 2023;Lamb, 2019) or specific content competence (Lillvist et al, 2014;Lutsan et al, 2020;Šteinberga, 2013;Mathers, 2021) are not mentioned at all, which may be taken for granted and not emphasized by the participants of the discussion in the context of newcomers. The focus is on those competences that transform when newcomers integrate into the educational environment.…”

Section: Resultsmentioning

confidence: 99%

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Inclusion of Newcomer Children in Preschool: The Case of Latvia

Tarune,

Usca,

Dzerviniks

2023

Discourse and Communication for Sustainable Education

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The ethnic and cultural diversity of today’s society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in an inclusive environment, children’s knowledge and skills are fostered to find solutions in the sustainable society of the future. The readiness of preschool teachers for working with newcomer children is determined by the set of competences teachers have in place for the successful inclusion of newcomers in preschool education. A preschool teacher’s competence to work with newcomers is a complex construct which includes many sub-competences. In their research, the authors identify knowledge, skills and attitudes that characterize a teacher’s work with newcomer children in an inclusive environment. The results show that Latvia’s preschool teachers lack the knowledge and skills for working with newcomer children, and their attitude towards these children is not always positive.

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Section: Resultsmentioning

confidence: 99%

“…individual competence -personal skills, individual psychological characteristics and experience (Lillvist et al, 2014;Schwartz et al, 2022),…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Newcomer Children in Preschool: The Case of Latvia

Tarune,

Usca,

Dzerviniks

2023

Discourse and Communication for Sustainable Education

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“…However, Multicultural pedagogy can help children develop a more nuanced awareness of diverse cultures and perspectives, improving their social and emotional development (34). In addition, multicultural pedagogy can help children develop a sense of cultural identity and pride in their own culture, which can also contribute to their social development (34,36,37). Also, multicultural teaching helps children appreciate others and comprehend how varied cultural backgrounds affect communication and social interaction by understanding and integrating multiple cultural concepts and experiences (29)(30)(31)33,36).…”

Section: Discussionmentioning

confidence: 99%

Impact of Multicultural Pedagogy on Early Childhood Children Social Skills: A Systematic Review

Yang,

Abdul Rahman,

Mahmud

et al. 2024

Proceedings of the 6th International Seminar on Psychology, ISPsy 2023, 18-19 July 2023, Purwokerto, Central Java, Indonesia

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This article synthesizes an overview of the relationship between multicultural pedagogy and children's social skills-guidelines for the preferable reporting items for systematic reviews. After screening, there are nine studies eligible for inclusion were identified. Results showed multicultural pedagogy is advantageous for developing children's social skills because it enables children to recognize cultural diversity and comprehend their own and others' cultures. Using multicultural literature is a means of promoting multicultural pedagogy in early childhood education settings. Educating teachers about multicultural pedagogy is a primary challenge. The lack of studies with high heterogeneity calls for further research to explore the difference between traditional teaching methods and multicultural pedagogy on the influence of children's social skill development.

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“…This knowledge includes demographic information (age, ethnic identity, religion) about a child (Patel et al, 2023). Teachers' knowledge and beliefs depend on previous professional and personal experience in relation to the present and future (Schwartz et al, 2022). Teachers' beliefs influence their actions and shape their behavior (Biesta, Priestley, & Robinson, 2015).…”

Section: Figure 1 Structural Model Of the Preschool Teachers' Compete...mentioning

confidence: 99%

Competence of Latvian Preschool Teachers to Include Newcomers in Education

Tarune,

Usca

2024

SIE

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The 21st century is the time of globalization, and migration has become the norm. As a result of these trends, the education systems must be inclusive in order to ensure the right of all children to education, regardless of their background. Preschool teachers play an essential role in the implementation of inclusive education. They have the opportunity and tools to form a foundation for further education by creating a positive and supportive environment where all children can feel welcome. In order to promote inclusion, preschool teachers must have certain competences for the inclusion of newcomers in education. The paper presents a structural model of preschool teacher competence for the inclusion of newcomers in education and the results of the preschool teacher questionnaire. The research results show that Latvian preschool teachers' competence to work with newcomer children is insufficient and needs to be improved.

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Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Cited by 11 publications

References 33 publications

Inclusion of Newcomer Children in Preschool: The Case of Latvia

Inclusion of Newcomer Children in Preschool: The Case of Latvia

Impact of Multicultural Pedagogy on Early Childhood Children Social Skills: A Systematic Review

Competence of Latvian Preschool Teachers to Include Newcomers in Education

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