scholarly journals Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

2021 ◽  
Author(s):  
Oi Ling Helen Kwok
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Immigrant Children ◽  
Early Years ◽  
Reflective Process ◽  
Self Study ◽  
Creative Art ◽  
Values And Beliefs ◽  
Art Activities ◽  
Creative Self

Early years educational settings are often the first social environment that new immigrant children and their families engage in. Research in the field of education shows that immigrant children and their families are often best served by the educators, who themselves, are also immigrants. It is believed that immigrant educators are culturally knowledgeable and responsive to the needs of the children due to the shared immigration experiences and/or mother language. To gain a better insight into an immigrant-Early Childhood Educator’s experience of working with immigrant children and their families, I engage in a self-study using Connelly and Clandinin’s Narrative Inquiry. By engaging in Narrative Reflective Process, a series of creative art activities as data collection, I gather and reflect on my lived experiences to deepen my understanding into what may be most significant to immigrants. Three narrative patterns (challenges in a new home, a sense of belonging, perseverance) emerge within and across the told stories. Through my inquiry I invite all Early Childhood Educators to consider these in their own practice, as well as to reflect upon their own personal-professional experiences, through creative self expression approaches, and so to ponder how their values and beliefs might inform their professional practice.

scholarly journals Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

2021 ◽  
Author(s):  
Oi Ling Helen Kwok
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Immigrant Children ◽  
Early Years ◽  
Reflective Process ◽  
Self Study ◽  
Creative Art ◽  
Values And Beliefs ◽  
Art Activities ◽  
Creative Self

Early years educational settings are often the first social environment that new immigrant children and their families engage in. Research in the field of education shows that immigrant children and their families are often best served by the educators, who themselves, are also immigrants. It is believed that immigrant educators are culturally knowledgeable and responsive to the needs of the children due to the shared immigration experiences and/or mother language. To gain a better insight into an immigrant-Early Childhood Educator’s experience of working with immigrant children and their families, I engage in a self-study using Connelly and Clandinin’s Narrative Inquiry. By engaging in Narrative Reflective Process, a series of creative art activities as data collection, I gather and reflect on my lived experiences to deepen my understanding into what may be most significant to immigrants. Three narrative patterns (challenges in a new home, a sense of belonging, perseverance) emerge within and across the told stories. Through my inquiry I invite all Early Childhood Educators to consider these in their own practice, as well as to reflect upon their own personal-professional experiences, through creative self expression approaches, and so to ponder how their values and beliefs might inform their professional practice.

scholarly journals Punjabi Immigrant Mothers' Experiences of Postpartum Depression: a Narrative Inquiry

2021 ◽  
Author(s):  
Poonam K. Sharma
Keyword(s):  
Postpartum Depression ◽  
Narrative Inquiry ◽  
Family Relationships ◽  
Well Being ◽  
Her Family ◽  
Reflective Process ◽  
Immigrant Mothers ◽  
Inquiry Approach ◽  
Narrative Thread ◽  
Creative Self

Postpartum depression can adversely affect not only a woman’s health and well-being, but also the health and development of her infant, as well as her family relationships. Research reveals immigrant women have higher risk factors for postpartum depression. The purpose of this Narrative Inquiry is to give voice, to Punjabi immigrant mothers who have experienced symptoms of postpartum depression. Connelly and Clandinin’s Narrative Inquiry approach was used to explore the experiences of two Punjabi immigrant mothers with self-identified symptoms of postpartum depression. Participants engaged in a narrative interview and an adaptation of the Narrative Reflective Process, a data collection tool that allows creative self-expression and reflection. Womens’ stories were re-constructed and analyzed using Narrative Inquiry’s three levels of justification (personal, practical and social). Findings reveal three key narrative patterns: motherhood, relationships and loneliness, each informed by the narrative thread of immigration. The outcomes of this inquiry suggest that, as healthcare professionals and policy makers, we need to broaden and deepen our understanding of postpartum depression from the immigrant mothers’ perspective, so that we can provide them with a more effective support during this significant time in their lives. Such sensitive and thoughtful care has the ability to improve their well-being and the health of their infant, as well as that of the whole family.

scholarly journals Punjabi Immigrant Mothers' Experiences of Postpartum Depression: a Narrative Inquiry

2021 ◽  
Author(s):  
Poonam K. Sharma
Keyword(s):  
Postpartum Depression ◽  
Narrative Inquiry ◽  
Family Relationships ◽  
Well Being ◽  
Her Family ◽  
Reflective Process ◽  
Immigrant Mothers ◽  
Inquiry Approach ◽  
Narrative Thread ◽  
Creative Self

Postpartum depression can adversely affect not only a woman’s health and well-being, but also the health and development of her infant, as well as her family relationships. Research reveals immigrant women have higher risk factors for postpartum depression. The purpose of this Narrative Inquiry is to give voice, to Punjabi immigrant mothers who have experienced symptoms of postpartum depression. Connelly and Clandinin’s Narrative Inquiry approach was used to explore the experiences of two Punjabi immigrant mothers with self-identified symptoms of postpartum depression. Participants engaged in a narrative interview and an adaptation of the Narrative Reflective Process, a data collection tool that allows creative self-expression and reflection. Womens’ stories were re-constructed and analyzed using Narrative Inquiry’s three levels of justification (personal, practical and social). Findings reveal three key narrative patterns: motherhood, relationships and loneliness, each informed by the narrative thread of immigration. The outcomes of this inquiry suggest that, as healthcare professionals and policy makers, we need to broaden and deepen our understanding of postpartum depression from the immigrant mothers’ perspective, so that we can provide them with a more effective support during this significant time in their lives. Such sensitive and thoughtful care has the ability to improve their well-being and the health of their infant, as well as that of the whole family.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

2021 ◽  
pp. 004208592110179
Author(s):  
Mariana Souto-Manning
Keyword(s):  
Early Childhood ◽  
Lived Experiences ◽  
Immigrant Children ◽  
Critical Race ◽  
Children Of Color ◽  
Immigrant Mother ◽  
The Us ◽  
Feminist Perspectives

Belonging matters in early childhood. Despite its importance, the majoritarian conceptualization of belonging is seldom problematized. In the US, the politics of belonging draws racialized lines of inclusion and exclusion, (re)inscribing longstanding racialized systems of inequity and injustice. Through critical race and Latina feminist perspectives and methodologies, an immigrant mother and son of Color examined their lived experiences. Findings unveil the urgency of upending formal racialized notions of belonging—for example, citizenship, co-naturalized with whiteness. Attending to the palpable consequences of ideological and relational borders that exclude and subjugate immigrants of Color, implications call for abolishing belonging as property and cultivating collective healing.

Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia

2021 ◽  
pp. 183693912110185
Author(s):  
Caroline Cohrssen
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Quality Standard ◽  
Early Years ◽  
National Guidelines ◽  
Form And Function ◽  
Learning Framework ◽  
National Quality ◽  
Planning Cycle ◽  
Standard Quality

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

scholarly journals The development of written expression in immigrant children from 6 to 9 years old

2020 ◽  
Vol 6 (1) ◽  
pp. 109-131
Author(s):  
Elisa de las Fuentes Gutiérrez
Keyword(s):  
School Context ◽  
Immigrant Children ◽  
Early Years ◽  
Written Expression ◽  
Lexical Retrieval ◽  
Syntactic Complexity ◽  
Communicative Skills ◽  
Positive Attitudes ◽  
La Mancha ◽  
Positive Feelings

AbstractThis article presents the results of a pilot study carried out based on texts from 15 immigrant children aged 6 to 9 years, who are learning Spanish in situations of immersion in the Communities of Madrid and Castilla-La Mancha. The aim is to understand how these students try to integrate into the school context and especially to determine whether the development of written expression during the early years of primary education allows them to carry out more complex linguistic actions aimed at communication, such as expressing positive attitudes towards the recipient. These actions may reveal the need to communicate and, therefore, the need to learn the language in order to integrate. The texts were taken from the ESCONES Corpus and were collected in a prior study on lexical retrieval and auditory perception in the development of communicative skills in children aged 6 to 9. The analysis carried out considered the vocabulary used, syntactic complexity and the use of linguistic actions in the different grades and found that the development of written expression may allow students to better express actions related to manifesting positive feelings and attitudes towards their interlocutor.

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