Strengthening Linguistic Bridges Between Home and School: Experiences of Immigrant Children and Parents in Iceland

2017 ◽  
pp. 561-576
Author(s):  
Renata Emilsson Peskova ◽  
Hanna Ragnarsdóttir
Keyword(s):  
School Experiences ◽  
Immigrant Children ◽  
Children And Parents ◽  
Home And School

A Two-Generational Approach to Promoting a Successful Transition to Kindergarten

2021 ◽  
pp. 322-340
Author(s):  
Katherine C. Pears ◽  
Hyoun K. Kim
Keyword(s):  
Large Scale ◽  
Positive Parenting ◽  
Parenting Skills ◽  
Social Emotional ◽  
Transition To Kindergarten ◽  
Positive Effects ◽  
Behavioral Expectations ◽  
Children And Parents ◽  
Learning At Home ◽  
Home And School

The kindergarten transition is a time when both children and parents face changes in routines, environments, and peers. The new cognitive and behavioral expectations for children at school may also require enhanced parenting skills. Thus, programming to support the transition to kindergarten for children requires a two-generational approach. This chapter describes the Kids In Transition to School (KITS) Program, an intervention designed to help both children and parents gain the essential skills necessary to make a positive transition to kindergarten. For children, this includes academic and social-emotional skills. For parents, this includes skills to support children's learning at home and school as well as positive parenting skills. Evidence from multiple randomized controlled trials and a large-scale implementation shows positive effects on both children and parents. Future directions for research are also explored.

scholarly journals Nourishing place? : immigrant children's "ethnic food" experiences

2021 ◽  
Author(s):  
Kerith Paul
Keyword(s):  
Identity Formation ◽  
Food Studies ◽  
Ethnically Diverse ◽  
Immigrant Children ◽  
Canadian Society ◽  
School Settings ◽  
Ethnic Food ◽  
Food And Identity ◽  
The Relationship ◽  
Home And School

This study explores the relationship between food and identity in a sample of ethnically diverse 1.5 and second generation Canadians residing in Toronto. The primary question of this research is what challenges do immigrant children face around "ethnic food" in the home and school settings and how do they affect immigrant children's ethnic identity as adults. This paper is an extension of a study by Lessa and Rocha (2007) that examined how food mediates the processes of settlement and new identity formation in newly immigrated women to Toronto. I applied the authors' thematic analysis to the data from this study to compare the similarities and differences of experiences with "ethnic food" between immigrant women and immigrant children. Food studies provide a window into the lives of immigrant children who experience othering processes in mainstream Canadian society and occupy a difficult space in between the dominant and their parents' cultures.

scholarly journals Nourishing place? : immigrant children's "ethnic food" experiences

2021 ◽  
Author(s):  
Kerith Paul
Keyword(s):  
Identity Formation ◽  
Food Studies ◽  
Ethnically Diverse ◽  
Immigrant Children ◽  
Canadian Society ◽  
School Settings ◽  
Ethnic Food ◽  
Food And Identity ◽  
The Relationship ◽  
Home And School

This study explores the relationship between food and identity in a sample of ethnically diverse 1.5 and second generation Canadians residing in Toronto. The primary question of this research is what challenges do immigrant children face around "ethnic food" in the home and school settings and how do they affect immigrant children's ethnic identity as adults. This paper is an extension of a study by Lessa and Rocha (2007) that examined how food mediates the processes of settlement and new identity formation in newly immigrated women to Toronto. I applied the authors' thematic analysis to the data from this study to compare the similarities and differences of experiences with "ethnic food" between immigrant women and immigrant children. Food studies provide a window into the lives of immigrant children who experience othering processes in mainstream Canadian society and occupy a difficult space in between the dominant and their parents' cultures.

scholarly journals Where Do Immigrant Children Come From and Why?

Monitor ISH ◽  
2014 ◽  
Vol 16 (2) ◽  
pp. 101-126
Author(s):  
Marijanca Ajša Vižintin
Keyword(s):  
Primary Schools ◽  
First Generation ◽  
The United States ◽  
Immigrant Children ◽  
Migrant Children ◽  
Structured Interviews ◽  
Family Reunion ◽  
Early 21St Century ◽  
Generation Immigrant ◽  
Children And Parents

The early 21st century continues the trend from the later 20th century: the first-generation immigrant children who move to Slovenia most often come from the states established after the disintegration of former Yugoslavia – from Bosnia and Herzegovina, Kosovo, Macedonia, as well as from Serbia, Croatia and Montenegro. There are few arrivals from other states and continents, such as Bulgaria, Ukraine, or the United States of America. This article presents certain experiences that vary for each immigrant family, although they may hail from the same country. We quote some of the reasons for immigration as represented by the migrant children and parents themselves, comparing them to the findings of migrant theories. In 2011, semi-structured interviews with immigrant children were conducted in three Slovenian primary schools, and it was ascertained that most of them had come to Slovenia for the sake of family reunion.

Failures in school of the pupils of early school education and the perception of school experiences of their parents

2018 ◽  
Vol 568 (3) ◽  
pp. 52-61
Author(s):  
Danuta Ochojska
Keyword(s):  
Learning Difficulties ◽  
School Experiences ◽  
School Functioning ◽  
Retrospective Evaluation ◽  
Education Students ◽  
Childhood Education ◽  
Generational Transmission ◽  
Children And Parents ◽  
Early School ◽  
School Learning

This article concerns selected aspects of school functioning and school learning difficulties for early childhood education students in perception of their parents and their retrospective evaluation of their own experiences from that period. The study was conducted among 99 parents using a questionnaire. The purpose of the analyzes was to compare the features of parents and their children, analyze the specificities of school difficulties and the conditions of abnormal behaviours, as well as the attitudes of children and parents towards school. Studies have confirmed the importance of generational transmission when we take into account the specificities of school behaviour and learning disabilities.

scholarly journals Exploring the educational experiences of children and young people adopted from care: Using the voices of children and parents to inform practice

2021 ◽  
Vol 45 (4) ◽  
pp. 359-381
Author(s):  
Rebecca Best ◽  
Claire Cameron ◽  
Vivian Hill
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
Adoptive Parents ◽  
Adopted Children ◽  
Emotional Needs ◽  
Structured Interviews ◽  
Children And Young People ◽  
National Monitoring ◽  
Raising Awareness ◽  
Children And Parents

National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs’ practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed.

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