Perspective Taking of Immigrant Children: Utilizing Children's Literature and Related Activities

Autor/inn/en	Mabry, Malerie; Bhavnagri, Navaz Peshotan
Titel	Perspective Taking of Immigrant Children: Utilizing Children's Literature and Related Activities
Quelle	In: Multicultural Education, 19 (2012) 3, S.48-54 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Immigrants; Childrens Literature; Perspective Taking; Elementary School Students; Classrooms; Grade 4; Intercultural Communication; African Americans; Sociocultural Patterns; Learning Theories; Teaching Methods; Learning Activities + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; 'Children''s literature'; Kinderliteratur; Zukunftsperspektive; Classroom; Klassenraum; School year 04; 4. Schuljahr; Schuljahr 04; Interkulturelle Kommunikation; Afroamerikaner; Soziokulturelle Theorie; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität
Abstract	Perspective taking, which is seeing a viewpoint other than one's own, is critical in interpersonal understanding and in cross-cultural communication. It is especially crucial in diverse societies such as the United States as well as in countries where immigrants from other nations are living as one community. Hence, this article focuses on promoting perspective taking among African-American fourth graders, utilizing children's literature on immigrant families with follow-up activities. Scholars have frequently suggested using children's literature about immigrants in school classrooms. However, these scholars' works have three key limitations. First, such scholarship is not conceptually grounded in Selman's theory, Vygotsky's theory, or Bhavnagri's work with her colleagues on immigrants and children's literature. Second, these works do not suggest follow-up activities related to children's literature. Third, they do not recommend specific, empirically grounded strategies for teachers to assist elementary children in taking the perspective of immigrants. This article addresses these limitations and thus contributes uniquely to the field. The authors present a conceptual framework, related children's literature and follow-up activities promoting taking the perspective of immigrant children and strategies for teachers to promote perspective taking, based on empirical research as well as their experiences. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10