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Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching

Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching

Hae Min Yu
Copyright: © 2020 |Pages: 22
ISBN13: 9781799850892|ISBN10: 1799850897|EISBN13: 9781799850908
DOI: 10.4018/978-1-7998-5089-2.ch015
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MLA

Yu, Hae Min. "Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching." Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, IGI Global, 2020, pp. 305-326. https://doi.org/10.4018/978-1-7998-5089-2.ch015

APA

Yu, H. M. (2020). Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching. In D. Cunningham (Ed.), Professional and Ethical Consideration for Early Childhood Leaders (pp. 305-326). IGI Global. https://doi.org/10.4018/978-1-7998-5089-2.ch015

Chicago

Yu, Hae Min. "Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching." In Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, 305-326. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5089-2.ch015

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Abstract

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

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