Nowadays children from immigrant families are the fastest growing group of youth in the United States. Despite the fact that emerging research has highlighted the significance of strong partnerships between families and high-quality early childcare/education programs, many immigrant families face numerous barriers in accessing high-quality childcare/early education as well as establishing strong partnerships with centers. The purpose of this chapter is to explore the emerging challenges that immigrant families face in navigating the U.S. early childhood education system. This chapter first briefly reviews the literature on the role of family involvement in early childhood education within the general U.S. population. This is followed by a review of the unique funds of knowledge that immigrant parents engage in while interacting with their children at home. Then this chapter explores the barriers of immigrant families in developing strong partnerships with early childcare/education programs such as, communication, limited parental English proficiency, lack of public funding, acculturation, education, and cultural perceptions of involvement. Furthermore, this is followed by a focus on two distinct rising immigrant populations within the United States, Hispanic (specifically non-refugee) and refugee populations, and their unique sets of obstacles. Lastly, recommendations are provided for future practitioners and policymakers to support the establishment of stronger immigrant family and professional partnerships within early education and childcare settings.
Moinolmolki, N., Gaviria-Loaiza, J. and Han, M. (2016), "Immigrant Families and Early Childhood Programs: Addressing the New Challenges of the 21st Century", Family Involvement in Early Education and Child Care (Advances in Early Education and Day Care, Vol. 20), Emerald Group Publishing Limited, pp. 117-142. https://doi.org/10.1108/S0270-402120160000020013Download as .RIS
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