Assessment in early childhood education: threats and challenges to effective assessment of immigrant children

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

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Working With Immigrant Children and Families

Professional and Ethical Consideration for Early Childhood Leaders - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-5089-2.ch015 ◽

2020 ◽

pp. 305-326

Author(s):

Hae Min Yu

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Culturally Responsive ◽

Education Leadership ◽

Immigrant Children ◽

Responsive Teaching ◽

Children And Families ◽

Childhood Education ◽

Knowledge Framework ◽

The U.S

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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