Teaching Immigrant Children: Learning from the Experiences of Immigrant Early Childhood Teachers

Autor/in	McDevitt, Seung Eun
Titel	Teaching Immigrant Children: Learning from the Experiences of Immigrant Early Childhood Teachers
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 2, S.123-142 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDevitt, Seung Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1818650
Schlagwörter	Immigrants; Immigration; Knowledge Level; Experience; Teaching Methods; Cultural Influences; Language Usage; Student Needs; Barriers; Preschool Education; Preschool Teachers; Early Intervention; English Language Learners; At Risk Students; Preschool Children; New York (New York) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Wissensbasis; Erfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Sprachgebrauch; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	The field of early childhood education and care in the United States and around the globe is challenged by the growing number of immigrant children in classrooms and their diverse needs. Juxtaposing these concerns is a great silence in the literature on teacher development and education for teaching young immigrant children. Through a series of interviews, classroom observations, and artifact collection, this qualitative case study uncovers immigrant teachers' knowledge grounded in their lived experiences, including immigration and schooling experiences as immigrant students, and reflected in their teaching practices toward young immigrant children. The findings demonstrate that listening closely to immigrant teachers' stories about teaching immigrant children, in which multiple cultures, languages, and experiences mesh, offers important insights into the nuanced everyday practices of responsive teaching and caring for immigrants, and provides implications for teacher education and early childhood programs. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01