Voices from the Harvest: the Role of Language, Identity, and Life Experience in the Education of Young Children of Migrant Farmworkers

Autor/in	Smith, Julia
Titel	Voices from the Harvest: the Role of Language, Identity, and Life Experience in the Education of Young Children of Migrant Farmworkers
Quelle	In: Journal of Latinos and Education, 18 (2019) 3, S.277-292 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2017.1390463
Schlagwörter	Mexican Americans; Migrant Workers; Agricultural Occupations; Young Children; Early Childhood Education; Bilingual Education; Immigrants; At Risk Students; Cultural Differences; Early Intervention; Parent Participation; Family Programs; Language Usage; Spanish Speaking; Identification (Psychology) + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Wanderarbeiter; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Elternmitwirkung; Family program; Familienprogramm; Sprachgebrauch
Abstract	This study is an ethnographic case study that focuses on three family members from Mexican migrant farmworker households (a father, a grandmother, and mother), their discussions around the topic of educating their children, and their engagement in the seasonal early childcare programs that serve farmworker children. This study takes a sociocultural perspective to examine parental lessons in the home, views of institutionalized education, and the role of beliefs, identity, and life experience that contribute to the early years of a child's education. This study address gaps in the research related to migrant farmworker families with young children in early childhood education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01