Model for home-preschool continuity in linguistically and culturally diverse settings
With the advent of international freedom of movement, we are witnessing a rapid influx of children from diverse linguistic and cultural backgrounds in mainstream preschools. Preschool education scholars have argued that teachers must work collaboratively with these children’s families to support the...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1408452/full |
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| author | Mila Schwartz Hanna Ragnarsdóttir |
| author_facet | Mila Schwartz Hanna Ragnarsdóttir |
| author_sort | Mila Schwartz |
| collection | DOAJ |
| description | With the advent of international freedom of movement, we are witnessing a rapid influx of children from diverse linguistic and cultural backgrounds in mainstream preschools. Preschool education scholars have argued that teachers must work collaboratively with these children’s families to support their “linguistic security” and well-being. The paper presents a conceptual model integrating linguistically and culturally responsive teaching with family funds of knowledge, language education, and family language policies. It highlights the interaction between these constructs that may lead to home-preschool continuity. The model is firmly grounded in three theoretical perspectives: Bronfenbrenner’s ecological model, which emphasizes the importance of the environment in a child’s development; Epstein’s model of parental involvement, which highlights the various ways parents can be involved in their child’s education; and Schwartz’s concept of agency in interactions between teachers and parents, which underscores the importance of mutual understanding and collaboration between these two agents. The model has the potential to guide research focusing on parents’ and teachers’ agency in enacting language policy and addressing cultural values. With its transformative potential, this model opens horizons for practical solutions for the interaction between these agents. |
| format | Article |
| id | doaj-art-9561d71683dd40558aa1b2a09dcb322a |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-9561d71683dd40558aa1b2a09dcb322a2025-01-29T04:11:03ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011510.3389/fpsyg.2024.14084521408452Model for home-preschool continuity in linguistically and culturally diverse settingsMila Schwartz0Hanna Ragnarsdóttir1Oranim Academic College, Kiryat Tiv'on, IsraelFaculty of Education and Pedagogy, University of Iceland, Reykjavik, IcelandWith the advent of international freedom of movement, we are witnessing a rapid influx of children from diverse linguistic and cultural backgrounds in mainstream preschools. Preschool education scholars have argued that teachers must work collaboratively with these children’s families to support their “linguistic security” and well-being. The paper presents a conceptual model integrating linguistically and culturally responsive teaching with family funds of knowledge, language education, and family language policies. It highlights the interaction between these constructs that may lead to home-preschool continuity. The model is firmly grounded in three theoretical perspectives: Bronfenbrenner’s ecological model, which emphasizes the importance of the environment in a child’s development; Epstein’s model of parental involvement, which highlights the various ways parents can be involved in their child’s education; and Schwartz’s concept of agency in interactions between teachers and parents, which underscores the importance of mutual understanding and collaboration between these two agents. The model has the potential to guide research focusing on parents’ and teachers’ agency in enacting language policy and addressing cultural values. With its transformative potential, this model opens horizons for practical solutions for the interaction between these agents.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1408452/fullfamily language policylanguage education policy in ECEChome-preschool continuitylinguistically and culturally diverse childrenlinguistically and culturally responsive teachingfamily funds of knowledge |
| spellingShingle | Mila Schwartz Hanna Ragnarsdóttir Model for home-preschool continuity in linguistically and culturally diverse settings Frontiers in Psychology family language policy language education policy in ECEC home-preschool continuity linguistically and culturally diverse children linguistically and culturally responsive teaching family funds of knowledge |
| title | Model for home-preschool continuity in linguistically and culturally diverse settings |
| title_full | Model for home-preschool continuity in linguistically and culturally diverse settings |
| title_fullStr | Model for home-preschool continuity in linguistically and culturally diverse settings |
| title_full_unstemmed | Model for home-preschool continuity in linguistically and culturally diverse settings |
| title_short | Model for home-preschool continuity in linguistically and culturally diverse settings |
| title_sort | model for home preschool continuity in linguistically and culturally diverse settings |
| topic | family language policy language education policy in ECEC home-preschool continuity linguistically and culturally diverse children linguistically and culturally responsive teaching family funds of knowledge |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1408452/full |
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