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I choose to
expand on the National Association for Early Childhood Teachers and how this
program is helping immigrant families with receiving quality education. With
globalization and increased participation in a global economy, international
migration reached unprecedented levels during the last two decades. Families
with young children are leaving their countries of origin, immigrating to
countries with different cultures, languages, and economic infrastructures.
They immigrate for a variety of reasons, ranging from enhanced and educational
opportunities to freedom from war and oppression. I can’t even imagine how difficulty
is for these families to transitions into new countries and cultures can be a
positive and a negative experience. They may mean relief
from dangerous or economically challenging situations in immigrants’ countries
of origin but they may also mean struggles in the new host culture related to
learning a new language, finding employment, living without the physical and
immediate support of kin networks, and generally integrating into a new society. Family researchers in the United States and
abroad note that early childhood education (ECE) programs should be considered
a crucial aspect of immigrant families’ integration into and inclusion within
new societies. Given this, it is necessary to think in a systematic way about
how early childhood centers in the United States and abroad through working
with immigrant parents and families can develop programs that effectively
support immigrant children’s development and families’ integration into new
societies. Thus, there is a need to develop an accurate picture of early
childhood education service delivery around the world as it relates to immigrant
families. Not only does the National Association for early childhood is a good
quality program. It is important that programs serving
immigrant
families not only understand the diverse and changing needs of the population
being
served but also reflect this diversity at
every level of program administration. This includes having teachers and program directors who are
from racial-ethnic backgrounds and speak the languages of the families being
served; having pre-service and in-service trainings available to their staff
for understanding how to work with diverse children and families; developing
curriculum that is reflective of all
students’ needs, values, and beliefs; and incorporating administrative changes to include cultural competence as an
aspect of all staff members’ performance evaluations.
Hi Yalanda,
ReplyDeleteI agree with you on the hiring of diverse staff with different culture backgrounds within the early childhood profession. As educators we need help reaching out to the children we teach and their families. Therefore as society continues to change culturally there is great need for language interpretation within communities and early childhood programs.
Hello Yalanda
ReplyDeleteYour post suggested great strategies for us as educators to best serve children and their families. As our society continue to change we have to be able to respond to the changes in ways that are beneficial to every child and family.
Hello Yalanda,
ReplyDeleteYour post was very informative! I enjoyed reading up on the NAECTE and information on immigrant families. Immigrant families tend to have some barriers and struggles within their own countries and look for other areas to reside to. When they migrate, they then have to adapt to their new surroundings and in turn may encounter more issues. Some issues they may come across if coming to the United States are English language skills, accessibility, and miscommunication. Those are only some that we have learned about, but it is our job as educators to help them minimize these barriers for a positive and effective experience. Thank You for sharing!