A linguistic and cultural discontinuity between home and school can create tensions, affect family engagement with schools and teachers, and interfere with children's learning. Parent- and family-focused interventions for families with young children can play an important role in positively addressing diversity. This study brings together the work done to develop and test ICT-facilitated interventions for parents and professionals working with families from culturally and linguistically diverse contexts in four European countries: the Czech Republic. UK, Germany, and Italy. Across all contexts, the focus of the interventions lay on families managing and making the best use of the cultural and language resources present in their lives in supporting child development, learning, and transition to school. This paper provides a narrative account of participants' engagement with resources and digital tools, and their reflections on their experiences during implementation and their learning.
Ereky-Stevens, K., Pastori, G., Sidiropulu-Janků, K., Sarcinelli, A., Schünke, J., Trauernicht, M., et al. (2022). Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts. FRÜHE BILDUNG, 11(1), 29-36 [10.1026/2191-9186/a000551].
Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts
Pastori, Giulia;Pagani, Valentina;Mangiatordi, Andrea
2022
Abstract
A linguistic and cultural discontinuity between home and school can create tensions, affect family engagement with schools and teachers, and interfere with children's learning. Parent- and family-focused interventions for families with young children can play an important role in positively addressing diversity. This study brings together the work done to develop and test ICT-facilitated interventions for parents and professionals working with families from culturally and linguistically diverse contexts in four European countries: the Czech Republic. UK, Germany, and Italy. Across all contexts, the focus of the interventions lay on families managing and making the best use of the cultural and language resources present in their lives in supporting child development, learning, and transition to school. This paper provides a narrative account of participants' engagement with resources and digital tools, and their reflections on their experiences during implementation and their learning.File | Dimensione | Formato | |
---|---|---|---|
Ereky-Stevens-2022-Frühe Bildung-VoR.pdf
Solo gestori archivio
Tipologia di allegato:
Publisher’s Version (Version of Record, VoR)
Licenza:
Tutti i diritti riservati
Dimensione
125.12 kB
Formato
Adobe PDF
|
125.12 kB | Adobe PDF | Visualizza/Apri Richiedi una copia |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.