在语言和文化多样化的环境中,家庭-学前教育连续性的模型
Mila Schwartz1, Hanna Ragnarsdóttir2
1Oranim Academic College, Kiryat Tiv'on, Israel.
Frontiers in psychology
|February 13, 2025
概括
这项研究介绍了一种模式,让学前教育机构通过将文化响应教学与家庭参与相结合来支持多元儿童. 它强调教师和家庭之间的合作,以促进家庭-学前教育的连续性和语言安全.
科学领域:
- 幼儿教育 儿童早期教育
- 社会语言学 社会语言学
- 文化研究 文化研究
背景情况:
- 由于国际移民,幼儿园的语言和文化多样性增加.
- 家庭与学校合作在支持儿童福祉和语言安全方面发挥的关键作用.
- 需要采用综合方法,为多样化的学习者打造家庭和学校环境的桥梁.
研究的目的:
- 提出一个概念模型,以促进家庭-学前教育的连续性.
- 将语言和文化敏感的教学与家庭参与策略相结合.
- 引导对语言政策和文化价值制定中的家长和教师代理权的研究.
主要方法:
- 基于既有理论的概念模型开发.
- 融入布朗芬布伦纳的生态模型,爱斯坦的父母参与模型和施瓦茨的代理概念.
- 专注于家庭知识基金,语言教育和家庭语言政策之间的相互作用.
主要成果:
- 一个框架突出了家庭-学前教育连续性的关键构造之间的相互作用.
- 强调将响应式教学与家庭知识和政策相结合的协同潜力.
- 确定影响语言和文化实践中教师-家长关系的因素.
结论:
- 拟议的模型为多样化的儿童提供了一条增强家庭-学前教育连续性的途径.
- 它为研究多语言,多文化教育环境中的有效协作和代理提供了基础.
- 该模型在支持语言安全和福祉方面具有实际应用的潜力.
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