Work

Educating culturally and linguistically diverse preschoolers: Moving the agenda

Year: 1991

Type: article

Abstract: Despite growing interest in children's policy and in research regarding childhood bilingualism and language acquisition, much concern exists regarding the early care and education of linguistically and culturally diverse preschoolers. This article attributes comparative policy inattention to linguistically and culturally diverse preschoolers to several causes including widely and tenaciously held personal beliefs, political ideologies, misperceptions regarding the lack of a demographic imperative, and academic disciplinary fragmentation. After questioning these causes, the authors explore the current state of today's practice, suggesting that four fundamental issues must be addressed if policy and practice in this domain are to improve: (1) socialization, resocialization, and the family/child relationship; (2) modalities of instruction; (3) contextually discontinuous strategies; and (4) subsystem creation versus system reform. Each issue is discussed, and action principles and leadership strategies are presented in hopes of moving an action agenda to assure linguistically and culturally diverse preschoolers access to high quality and developmentally appropriate preschool experiences.

Source: Early Childhood Research Quarterly

DOI: 10.1016/s0885-2006(05)80065-1

Authors: Sharon L. Kagan, Eugene E. Garcia

Institutions: Yale University, University of California, Santa Cruz

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $4,170