Teachers' Perspectives on Communication and Parent Engagement in Early Childhood Education Programs for Migrant Farmworker Children

Autor/in	Smith, Julia
Titel	Teachers' Perspectives on Communication and Parent Engagement in Early Childhood Education Programs for Migrant Farmworker Children
Quelle	In: Journal of Early Childhood Research, 18 (2020) 2, S.115-129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19898712
Schlagwörter	Teacher Attitudes; Early Childhood Education; Migrant Education; Agricultural Occupations; Migrant Workers; Federal Programs; Mexicans; Spanish Speaking; Translation; Family School Relationship; Seasonal Laborers; Preschool Children; Parent Participation; Communication Strategies; Trust (Psychology); Cultural Influences; Teacher Characteristics; Hispanic Americans + Suchen Sie Ihr Suchwort? Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Wanderarbeiter; Mexikaner; Seasonal worker; Seasonal workers; Seasonal laborer; Seasonal labourer; Seasonal labourers; Saisonarbeiter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Kommunikationsstrategie; Cultural influence; Kultureinfluss; Hispanic; Hispanoamerikaner
Abstract	As early childhood education programs in the United States increasingly serve a growing number of children from linguistically and culturally diverse families, understanding teacher practices to better serve these families continues to be an important focus for the profession. In programs that serve migrant farmworker families, little is known about teachers' communication practices and ways in which teachers promote parent engagement with migrant farmworker families. This article explores the practices of teachers relevant to family communication and engagement in Migrant and Seasonal Head Start programs, a branch of Head Start program for farmworker families, mostly of Mexican origin. This study used qualitative methods of in-depth interviews and a focus group to bring forth the perspectives and lived experience of Spanish-speaking and English-speaking teachers working with farmworker families in the Great Lakes region of the United States. Key findings illustrate the role of shared language and culture, mediated language barriers, the reliability of interpreters and written communication, and authentic ways of creating home--school connections with the migrant farmworker community. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01