Latinx Immigrant Parents' Views on Learning and Collaboration in the Early Childhood Classroom (Opiniones de los padres y las madres latinos inmigrantes sobre el aprendizaje y la colaboración en las aulas de educación preescolar)

Autor/in	Sánchez-Suzuki Colegrove, Kiyomi
Titel	Latinx Immigrant Parents' Views on Learning and Collaboration in the Early Childhood Classroom (Opiniones de los padres y las madres latinos inmigrantes sobre el aprendizaje y la colaboración en las aulas de educación preescolar)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 3, S.678-700 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2059947
Schlagwörter	Latin Americans; Hispanic Americans; Immigrants; Parents; Parent Attitudes; Early Childhood Education; Curriculum; Educational Practices; Cooperative Learning; Preferences; Cultural Differences; Helping Relationship; Cooperation + Suchen Sie Ihr Suchwort? Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Eltern; Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curricula; Lehrplan; Rahmenplan; Bildungspraxis; Kooperatives Lernen; Kultureller Unterschied; Helfende Beziehung; Co-operation; Kooperation
Abstract	Latinx immigrant parents indicated that the type of pedagogical practices they prefer or value for their children's education in early childhood classrooms emphasize opportunities for children to help each other, collaborate and contribute, make choices and take responsibility in their learning. In a study using video-cued ethnography, parents indicated that they believe that children need these meaningful experiences to be part of society and "convivencia." The parents' preferred pedagogical practices align with facets of the Learning by Observing and Pitching In to family and community endeavours. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01