Academic literature on the topic 'Newcomer children'
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Journal articles on the topic "Newcomer children"
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Tarune, Iluta, Svetlana Usca, and Janis Dzerviniks. "Inclusion of Newcomer Children in Preschool: The Case of Latvia." Discourse and Communication for Sustainable Education 14, no. 2 (December 1, 2023): 161–70. http://dx.doi.org/10.2478/dcse-2023-0024.
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Abstract The ethnic and cultural diversity of today’s society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in an inclusive environment, children’s knowledge and skills are fostered to find solutions in the sustainable society of the future. The readiness of preschool teachers for working with newcomer children is determined by the set of competences teachers have in place for the successful inclusion of newcomers in preschool education. A preschool teacher’s competence to work with newcomers is a complex construct which includes many sub-competences. In their research, the authors identify knowledge, skills and attitudes that characterize a teacher’s work with newcomer children in an inclusive environment. The results show that Latvia’s preschool teachers lack the knowledge and skills for working with newcomer children, and their attitude towards these children is not always positive.
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Lane, Ginny, Christine Nisbet, and Hassan Vatanparast. "Food Insecurity and Nutritional Risk among Canadian Newcomer Children in Saskatchewan." Nutrients 11, no. 8 (July 29, 2019): 1744. http://dx.doi.org/10.3390/nu11081744.
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Food insecurity continues to persist among vulnerable groups in Canada, including newcomer families. This mixed-methods study uses an exploratory sequential design to characterize the food security status of newcomer families with children aged 3–13 years. Parents completed food security and 24-hour dietary recall questionnaires, and parents and service providers were interviewed to explore their food insecurity experiences. Fifty percent of participant households experienced food insecurity, while 41% of children were food insecure. More recent newcomer families, and families with parents that had completed high school or some years of postsecondary training, more commonly experienced household food insecurity, compared to families with parents without high school diplomas or those with university degrees. Food-insecure children aged 4–8 years were at higher risk of consuming a lower proportion of energy from protein, lower servings of milk products, and inadequate intakes of vitamin B12 and calcium. Participants identified changes in food buying habits due to low income, using food budgets to purchase prescription drugs and to repay transportation loans, while the school food environment impacted children’s food security. Food security initiatives targeting newcomers may benefit from building on the strengths of newcomers, including traditional dietary practices and willingness to engage in capacity-building programming.
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Simonsson, Maria, and Mia Thorell. "börja på förskolan." Educare, no. 1 (March 1, 2010): 53–72. http://dx.doi.org/10.24834/educare.2010.1.1241.
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This article is about newcomers “doing” of the reception period at preschool. The study has an ethnographic approach, which is motivated from the new sociology of childhood (James & Prout, 1990) but also from actor-network theory (van House, 2003). The data consists of 17 hours video-recordings in a Swedish preschool context with focus on two newcomers; one boy (1:6) and one girl (3:1). Our data shows that in the processes of “doing” reception period, the building of networks is important. We found that the newcomers were involved in three different kinds of networks: (1) newcomer-pedagogue-preschool; (2) newcomer-artefacts-preschool, and (3) newcomer-peers-preschool. The findings suggest that in the construction of their social lives at preschool, the newcomers rely on both human (pedagogues, peers) and non-human entities (artefacts, norm systems). With reference to our findings we argue that newcomers are active in the construction of their lives from the first day at preschool. However, individual children seem to need some help in finding possible positions in existing networks. Building networks involve developing competencies needed to be regarded as a preschool child, but also to find out the norm systems and orderings of the preschool.
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Lane, Ginny, and Hassan Vatanparast. "Adjusting the Canadian Healthcare System to Meet Newcomer Needs." International Journal of Environmental Research and Public Health 19, no. 7 (March 22, 2022): 3752. http://dx.doi.org/10.3390/ijerph19073752.
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Newcomers’ ability to access healthcare can be impacted by cultural, religious, linguistic, and health status differences. A variety of options are available to support the development of healthcare systems to equitably accommodate newcomers, including the use of basic English and other languages in public health information, engagement with immigrant communities to advise on program development, offering culturally competent health services, interpretation services, and through creating space to collaborate with traditional practitioners. This study employed in-depth interviews with newcomer families from the Healthy Immigrant Children Study that had been living in Regina or Saskatoon, Saskatchewan, Canada, for less than 5 years, as well as with healthcare providers and immigrant service providers to understand how to improve healthcare services. Analysis of participant quotes related to accessible healthcare services revealed five main themes: (1) responsive, accessible services, (2) increasing cultural competence, (3) targeted newcomer health services, (4) increasing awareness of health services, and (5) newcomer engagement in planning and partnerships. An accessible healthcare system should include primary healthcare sites developed in partnership with newcomer service organizations that offer comprehensive care in a conveniently accessible and culturally responsive manner, with embedded interpretation services. The Saskatchewan healthcare system needs to reflect on its capacity to meet newcomer healthcare needs and strategically respond to the healthcare needs of an increasingly diverse population.
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Dzerviniks, Janis, Svetlana Ušča, Iluta Tarune, and Olga Vindaca. "Intercultural Competence of Teachers to Work with Newcomer Children." Education Sciences 14, no. 8 (July 23, 2024): 802. http://dx.doi.org/10.3390/educsci14080802.
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With the increasing diversity in society caused by migration processes, the heterogeneity of classrooms in educational institutions is increasing. Teachers face new challenges related to cultural diversity in a multicultural classroom. This is more common in societies with a diverse population and in societies where newcomers regularly enter schools. In order to facilitate the inclusion of newcomer children in the education system, more analysis of teachers’ intercultural competence is needed. Intercultural competence is the teacher’s ability to understand, adapt to and work effectively in different cultural and linguistic contexts in the pupils’ environment. This competence includes the knowledge, skills and attitudes necessary to work successfully in a multicultural and multilingual classroom. The intercultural competence of a teacher is essential to create a positive and effective learning environment in which all pupils can learn and develop better, regardless of their cultural or linguistic background. Experience gained in working with newcomers is an important factor influencing teachers’ self-assessment of their knowledge, skills and attitudes, and the results show that respondents with such experience rate their knowledge, skills and attitudes higher than respondents without such experience, while age, work experience, level of education and workplace do not show statistically significant differences for the parameters analyzed. The aim of this study is to analyze the structure of the intercultural competence of teachers and its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system. Research methods: analysis of scientific literature, survey of teachers, data processing in SPSS 22.0.
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Lane, Ginny, Christine Nisbet, and Hassan Vatanparast. "Dietary habits of newcomer children in Canada." Public Health Nutrition 22, no. 17 (August 7, 2019): 3151–62. http://dx.doi.org/10.1017/s1368980019001964.
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AbstractObjective:To explore the dietary habits, nutrient adequacies and dietary change experiences of immigrant and refugee children.Design:Mixed-methods cross-sectional design. Children completed three 24 h dietary recalls to determine nutrient inadequacies. Parents and service providers were interviewed to capture dietary practices.Setting:Healthy Immigrant Children study, Saskatchewan, Canada.Participants:Three hundred immigrant and refugee children aged 3–13 years and twenty-two parents who lived in Regina or Saskatoon for less than 5 years; twenty-four newcomer services providers.Results:Immigrant children had higher mean intakes of meat and alternatives, milk and alternatives, and whole grains; and consumed more vitamin B12, folate, Ca, vitamin D, Fe and Zn compared with refugee children. Refugee children were at higher risk of having inadequate intakes of folate (37 %) and Fe (18 %). Both immigrant and refugee children were at high risk of inadequate vitamin D (87 and 93 %, respectively) and Ca intakes (79 and 80 %), and a substantial portion were at risk for inadequate Zn intake (21 and 31 %). Participants mentioned challenges with maintaining a healthy traditional diet in the midst of a busy schedule, while responding to their children’s demands for foods high in fat and sugar.Conclusions:Newcomer children are at risk for inadequate intakes of vitamin D, Ca and Zn, while refugee children are at additional risk for inadequate folate and Fe intakes. Newcomers to Canada may experience subtle or drastic changes in their food environment leading to dietary acculturation that includes increased consumption of foods high in sugar, salt and fat.
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Tarune, Iluta, and Svetlana Usca. "COMPETENCE OF LATVIAN PRESCHOOL TEACHERS TO INCLUDE NEWCOMERS IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 22, 2024): 59–74. http://dx.doi.org/10.17770/sie2024vol2.7803.
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The 21st century is the time of globalization, and migration has become the norm. As a result of these trends, the education systems must be inclusive in order to ensure the right of all children to education, regardless of their background. Preschool teachers play an essential role in the implementation of inclusive education. They have the opportunity and tools to form a foundation for further education by creating a positive and supportive environment where all children can feel welcome. In order to promote inclusion, preschool teachers must have certain competences for the inclusion of newcomers in education. The paper presents a structural model of preschool teacher competence for the inclusion of newcomers in education and the results of the preschool teacher questionnaire. The research results show that Latvian preschool teachers' competence to work with newcomer children is insufficient and needs to be improved.
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Lane, Ginny, Christine Nisbet, Susan J. Whiting, and Hassan Vatanparast. "Canadian newcomer children’s bone health and vitamin D status." Applied Physiology, Nutrition, and Metabolism 44, no. 7 (July 2019): 796–803. http://dx.doi.org/10.1139/apnm-2018-0705.
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Adequate calcium intake and supply of vitamin D during childhood play important roles in ensuring adequate bone mass gain to achieve optimal peak bone mass. The Healthy Immigrant Children study employed a mixed-method cross-sectional study design to characterize the health and nutritional status of 300 immigrant and refugee children aged 3–13 years who had been in Canada for less than 5 years. This paper presents bone mineral content and vitamin D status data along with qualitative data that deepen the understanding of newcomer bone health status. A significantly higher percentage of refugee children (72.3%) had insufficient (<50 nmol/L) or deficient (<30 nmol/L) serum vitamin D compared with immigrants (53.2%). Vitamin D deficiency was most common among ethnic minority girls. Newcomer children with higher intakes of vitamin D, younger newcomer children, and those from western Europe or the United States had higher serum vitamin D levels. Immigrants had significantly higher mean total body bone mineral content compared with refugees. Total body fat, serum vitamin D, calcium intake, height, height by calcium intake, total body fat by calcium intake, and total body fat by height predicted total body bone mineral content levels. Vitamin D deficiency among newcomer children may be related to lack of knowledge regarding children’s vitamin D requirements in the Canadian environment, dietary habits established in country of origin, low income that limits healthy dietary choices, and lifestyle habits that limit exposure to sunlight. Results suggest a need to screen newcomer children and pregnant women for vitamin D deficiency and support early intervention.
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Brown, Alison, Rebecca Spencer, Jessie-Lee McIsaac, and Vivian Howard. "Drawing Out Their Stories: A Scoping Review of Participatory Visual Research Methods With Newcomer Children." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692093339. http://dx.doi.org/10.1177/1609406920933394.
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Researchers are increasingly using participatory visual methods (PVM) to gain a deeper understanding of newcomer children’s experiences, sense of identity, relationships, needs, strengths, and aspirations. By taking photos, producing digital stories, creating maps, drawing, sculpting, and other visual-based practices, children can help us understand how they navigate their complex worlds. We conducted a scoping review to explore what is known about participatory visual research with newcomer children. We searched nine databases, screened 692 articles, and included 21 articles for synthesis and analysis. Five common and connected areas were identified as important for consideration when envisioning, planning, and conducting this type of research with newcomer children: PVM provides an opportunity for children to communicate complex feelings and disrupt deficit discourse; participation in PVM research is highly dependent on varying cultural, economic, and relational factors; providing a range and choice of data collection activities permits deeper engagement and higher quality data; PVM can enhance meaningful engagement, reduce power asymmetry, and engender confidence and self-awareness; developing and sustaining trusted relationships are integral to the research process. The review reveals the need for more researcher reflexivity with an explicit attention to assumptions, values, and ethical considerations and suggests opportunities for researchers to better ensure newcomer children can share and shape their own stories.
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Lane, Ginny, Marwa Farag, Judy White, Christine Nisbet, and Hassan Vatanparast. "Chronic health disparities among refugee and immigrant children in Canada." Applied Physiology, Nutrition, and Metabolism 43, no. 10 (October 2018): 1043–58. http://dx.doi.org/10.1139/apnm-2017-0407.
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There are knowledge gaps in our understanding of the development of chronic disease risks in children, especially with regard to the risk differentials experienced by immigrants and refugees. The Healthy Immigrant Children study employed a mixed-methods cross-sectional study design to characterize the health and nutritional status of 300 immigrant and refugee children aged 3–13 years who had been in Canada for less than 5 years. Quantitative data regarding socioeconomic status, food security, physical activity, diet, and bone and body composition and anthropometric measurements were collected. Qualitative data regarding their experiences with accessing health care and their family lifestyle habits were gathered through in-depth interviews with the parents of newcomer children. Many newcomers spoke about their struggles to attain their desired standard of living. Regarding health outcomes, significantly more refugees (23%) had stunted growth when compared with immigrants (5%). Older children, those with better-educated parents, and those who consumed a poorer-quality diet were at a higher risk of being overweight or obese. Sixty percent of refugees and 42% of immigrants had high blood cholesterol. Significant health concerns for refugee children include stunting and high blood cholesterol levels, and emerging trends indicate that older immigrant children from privileged backgrounds in low-income countries may be more at risk of overweight and obesity. A variety of pathways related to their families’ conceptualization of life in Canada and the social structures that limit progress to meeting their goals likely influence the development of health inequity among refugee and immigrant children. Public health initiatives should address these health inequities among newcomer families.
Dissertations / Theses on the topic "Newcomer children"
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Amio, Jeannette L. "Implementing school supports for the wellness of newcomer children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ44812.pdf.
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Bignon, Matthieu. "Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
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L'objectif de cette recherche était de jeter les bases de la création d'outils de détection précoce des difficultés de lecture chez les enfants allophone nouvellement arrivés (EANA) en âge de fréquenter l'école primaire. Nous avons recruté 179 enfants EANA et 259 enfants français, appariés sur la durée de fréquentation de l'école primaire qui ont passé une série de tests cognitivo-linguistiques. Les scores de décodage des scores des enfants EANA étaient inférieurs à ceux des enfants français et présentaient une grande hétérogénéité. Ceux qui avaient commencé à apprendre à lire dans une autre langue, surtout s'il s'agissait d'une orthographe latine, obtenaient des scores plus élevés que les autres. Les plus jeunes avaient des scores plus faibles que les enfants plus âgés. Le fait que les enfants aient été scolarisés avant leur arrivée en France et la famille linguistique des langues parlées (autres que le français) ne présentaient pas d'effet sur les compétences en décodage. Ensuite, nous avons observé que les principaux prédicteurs cognitivo-linguistiques de la lecture (conscience phonologique, dénomination rapide automatisée, mémoire phonologique à court terme et vocabulaire) expliquaient une grande partie de la variance des scores de décodage chez les enfants EANA. Conformément à la littérature antérieure sur l'évaluation du langage oral des apprenants de langues secondes, nous avons souligné l'importance de gérer la distance typologique entre les langues premières et le français, ainsi que le degré d'exposition au français. Dans ce sens, nous avons examiné le pouvoir prédictif d'un test d'apprentissage de paires associées visuelle-verbale (PAL) qui ne devrait pas être biaisé par la quantité d'exposition au français et pour lequel il était possible de créer des items indépendants des propriétés typologiques du français. Les scores de PAL visuelle-verbale était fortement corrélés aux compétences de décodage et présentaient une contribution unique comparable aux autres prédicteurs cognitivo-linguistiques chez les enfants EANA. Chez les enfants français, ils présentaient une corrélation simple modérée avec les compétences de décodage et une faible contribution unique au-delà des autres prédicteurs. Nous avons examiné les mécanismes qui expliquent la relation entre la PAL visuelle-verbale et les compétences de décodage en effectuant une revue systématique de la littérature. La littérature antérieure a montré que les mécanismes d'apprentissage verbal de la PAL visuelle-verbale étaient au cœur de sa relation avec les compétences de décodage, du moins dans les orthographes alphabétiques, et que l'apprentissage d'association cross-modale pouvait également être impliqué, bien que les résultats soient incohérents. Nous avons testé ces composantes dans le sous-échantillon contrôle français de notre première étude et avons montré que l'apprentissage verbal expliquait mieux la relation entre la PAL visuelle-verbale et les compétences de décodage. Selon la littérature, cette relation pourrait être plus forte avec la lecture de mots complexes (mots avec des graphèmes contextuels ou bien des mots irréguliers) qu'avec la lecture de mots simples. Nous avons donc mené une deuxième étude auprès de 186 enfants de première année, mais nous n'avons pas pu confirmer cette hypothèse. Cela suggère, soit qu'il n'y a pas de relation causale entre la PAL visuelle-verbale et les compétences de décodage, soit que l'apprentissage verbal est important pour le décodage en général, quelle que soit la complexité des graphèmes ou la régularité des mots. De futures études longitudinales contrôlant tous les prédicteurs cognitivo-linguistiques sont nécessaires pour dénouer ces résultats inconsistents et déterminer si la PAL visuelle-verbale peut représenter un outil sensible pour détecter les enfants à risque d'échec en lecture, en particulier chez les enfants EANAThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
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Essex, Elizabeth Carol. "A Preliminary Comparison of Two ESL School Models for Newcomer Students." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5075.
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Due to the ever growing numbers of immigrants entering this country, school districts are faced with ever greater challenges for educating newly arrived immigrant students. Often these students arrive with little to no English ability and little to no school experience. Several educational program models, including ESL and bilingual education, have been popularized in school districts experiencing immigrant population growth. Recently, a supplemental model, the newcomer center/program, has gained popularity. The newcomer model seeks to educate and nurture newly arrived immigrant students with little to no English ability in the social and school expectations of the United States. Due to difficulties in conducting research and the relative newness of the program, there is a lack of quantitative research on the effectiveness of the newcomer model. The purpose of this study was to examine the effectiveness of the newcomer program in one city school district by comparing students who had completed the newcomer program to students who had been unable to attend and were instead directly mainstreamed into their regular assigned schools. The study used a questionnaire design in which the mainstream teachers were asked to rate the students using a Likert scale. Students were rated on their social and school adjustment. In addition to comparing students by program model group (newcomer and pre-beginner), statistical analyses were also used to determine any possible differences among gender, language groups and student ages. Although no significant difference was found between the group of students who successfully completed the newcomer program and the group of students who were directly mainstreamed, there were a few significant findings among gender, age and language comparisons.
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Bustos, Ramirez Jacqueline Alejandra. "Teachers’ Perspectives on Recently Arrived Pupils and English Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35612.
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Nowadays, many schools around the world are a mixture of children who come from different places and for different reasons. The Swedish school has not been an exception of these mixtures of children who have different identities, cultures, and languages. In 2015, Sweden experienced a high immigration peak compare to the previous years and for this reason, the Swedish school system needed to adapt to the newly arrived children that came into the classroom. The purpose of this research project is to investigate teachers’ experiences and perceptions of meeting the varying needs of recently arrived learners in English teaching in years 4-6. The aim of the thesis is to explore what are the main challenges in teaching English and how the teachers adapt their English lessons and develop methods and strategies for teaching recently arrived pupils.This study was conducted with semi-structured interviews as a qualitative method, with five English teachers who have a complete degree in teaching education, and all of whom have newly arrived children in their classes. Based on analysis of the data, three main conclusions have been drawn in this study. Firstly, all the teachers participating did not know the difference between concepts such as immigrants and newcomers; secondly the teachers do not use a special method or strategies when they teach newly arrived children, and finally, this study shows that the teachers do not know how to face the newly arrived children’s needs, and they do not feel that they have the competence that they need in this field.
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Anderson, Laura. "The Immigrant Experience, Child Feeding and Care: An Examination of the Determinants of Children's Health and Nutrition in Newcomer Families." Thesis, 2014. http://hdl.handle.net/1807/65633.
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This study aims to examine how the migration experience influences newcomer mothers’ young child feeding and care practices and their children’s overall health. The thesis comprises three separate manuscripts, each of which examines one of the three intermediate determinants of the nutritional status of young children (UNICEF 1990): access to healthcare, household food insecurity, and child feeding and care practices. The research was conducted in Toronto’s Jane-Finch neighbourhood, a suburban neighbourhood home to a high density of newcomers. Thirty-two participants (16 Sri Lankan Tamil and 16 Latin American) who had migrated to Canada within the past five years as refugee claimants or family sponsored immigrants participated in the study. Data collection consisted of semi-structured interviews with women from low-income households who had a child between the ages of 1 and 5 years. Spanish and Tamil speaking interviewers interviewed each participant two or three times. Data was analyzed using a mid-level approach in which broad analytical themes are determined prior to analysis and specific themes were then generated based on participants’ perspectives and are grounded in the data.
The first manuscript examines newcomer mothers’ experiences accessing physicians for their children and identifies the major gaps between mothers’ expectations and their actual experiences that lead to barriers in communication and overall patient dissatisfaction. The second manuscript demonstrates that mothers’ past experiences with food insecurity affect two aspects of the construct of food insecurity: its managed aspect and its temporal nature. This finding has implications for the measurement of food insecurity in newcomer populations. The third manuscript reveals that newcomer mothers are exposed to several parallel and often conflicting systems of knowledge concerning health and nutrition for their children, and that their utilization of Canada’s Food Guide is impeded by its failure to acknowledge alternate parallel knowledge systems. These findings can be applied to the development of social and health policy aimed at improving cultural competency in healthcare and nutrition education and at ameliorating the income constraints leading to household food insecurity.
Books on the topic "Newcomer children"
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Custodio, Brenda. How to design and implement a newcomer program. Boston: Pearson, 2011.
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Friedlander, Monica. The newcomer program: Helping immigrant students succeed in U.S. schools. Washington, DC (1118 22nd Street, NW, Washington 20037): National Clearinghouse for Bilingual Education, 1991.
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ERIC Clearinghouse on Languages and Linguistics., ed. Secondary newcomer programs: Helping recent immigrants prepare for school success. [Washington, DC]: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.
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Hanning, Denise. One child, two cultures: A manual for facilitating the integration of newcomer children in educational settings. Winnipeg: Manitoba Dept. of Employment Services and Economic Security, Immigration and Settlement Branch, 1987.
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Chang, Hedy Nai-Lin. Newcomer programs: Innovative efforts to meet the educational challenges of immigrant students. San Francisco, CA: California Tomorrow Immigrant Students Project, 1990.
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L, Hafner Anne, ed. Hosting newcomers: Structuring educational opportunities for immigrant children. New York: Teachers College Press, 1997.
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Anderson, W. W. The new newcomers: Patterns of adjustment of West Indian immigrant children in Metropolitan Toronto schools. Toronto: Canadian Scholars' Press, 1987.
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Beahm, George W. Passport to Narnia: A newcomer's guide. Charlottesville, VA: Hampton Roads Pub. Co., 2005.
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McDonnell, Lorraine. Newcomers in American schools: Meeting the educational needs of immigrant youths. Santa Monica, CA: Rand, 1993.
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J, Walker T. Colorado: A newcomer's manual : everything you need to know about living in Colorado. Denver: Millennium Publications, 1995.
Find full textBook chapters on the topic "Newcomer children"
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Vatanparast, Hassan, Christine Nisbet, and Rashmi Patil. "Food Security and Nutritional Health of Newcomer Children." In Handbook of Famine, Starvation, and Nutrient Deprivation, 1–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40007-5_48-1.
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Vatanparast, Hassan, Christine Nisbet, and Rashmi Patil. "Food Security and Nutritional Health of Newcomer Children." In Handbook of Famine, Starvation, and Nutrient Deprivation, 215–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-55387-0_48.
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Tran, Thi Thuy Hang. "Home Walk and Home Walking Alongside Vietnamese Newcomer Children and Mothers in Canada: The Resonant Threads." In A Narrative Inquiry into the Experiences of Vietnamese Children and Mothers in Canada, 135–54. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5818-4_7.
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Crul, Maurice. "Epilogue: Where Did Weak and Strong Ties Go Wrong?" In IMISCOE Research Series, 227–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_11.
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AbstractIn this volume, both qualitative and quantitative scholars describe their findings on the networks of migrants and their descendants and explore the content of their social ties for educational and labor market success in seven European countries. Some contributions cover decades of work in this field, making this one of most comprehensive books on this topic, both theoretically and empirically. Almost without exception, the authors, although describing various ethnic groups, different geographical and professional contexts and different time periods, are critical of a number of the main arguments about the networks of migrants developed in the field of migration studies. Central in their critique is the question about the importance of co-ethnic or inter-ethnic ties and networks, and their importance to enter the labor market and move up. In the field of migration studies, concepts like integration and assimilation have greatly influenced the thinking of its scholars. The idea that newcomers only become fully integrated in a society when they gain a similar economic position and are in contact with people without migration background, or, in other words, become part of the mainstream, has been a strong and dominant view in our field (Alba & Nee, 2003; Alba, 2009; Portes & Rumbaut, 2001; Portes & Zhou, 1993). People who largely interact with co-ethnics and or work in labor market sectors that are dominated by co-ethnics (ethnic niches) are usually seen as not (yet) fully integrated into their new society. And when this also translates to the native-born children (so-called ‘second generation decline’), this is seen as problematic (Ganz, 1992). In this broader framework on integration and assimilation, Granovetter’s (1973) idea of strong and weak ties has entered the field of migration studies. Lang and Schneider, in this volume, rightly state that it is questionable whether the idea of strong ties – for co-ethnics – and weak ties – for ties with people without migration background – was originally intended by Granovetter to be used in this way. But what is clear, however, is that this idea fitted perfectly with broader theories on integration and assimilation. The importance for newly arrived migrants of strong co-ethnic ties in ethnic networks is generally considered one of the starting pieces of the puzzle laying out the process of assimilation in its first phase. The idea of weak ties, also in its symbolic emphasis on ‘weak’, perfectly suited the still scarce and superficial contacts with people of native descent in the early stages of the assimilation process. Since the concept of weak and strong ties fitted so well with the dominant theories about integration and assimilation (classical, neo and new assimilation), much of what was happening with migrants, and even their descendants, in the labor market was seen through, what many would call, an ethnic lens (Crul, 2016; Dahinden, 2016; Wimmer, 2013). Migrants gained a first foothold in the labor market through strong co-ethnic ties and were slowly moving up through their weak ties, making use of information and resources of people of native descent with whom they had only superficial contact. The idea of strong ties also resonated with the notion that their relations with co-ethnics were more meaningful and profound. There was also a dark side to strong ties. Under some conditions, because of the limited information and resources in the co-ethnic network, for some the strong ties could lead to an ethnic mobility trap.
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"Newcomer." In Mendel's Children, 1–10. University of Calgary Press, 1997. http://dx.doi.org/10.1515/9781552384022-002.
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Jamison, Nicole, and Anna Kirova. "Navigating Cultural Differences." In Culture, Schooling, and Children's Learning Experiences, 134–62. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780191982651.003.0008.
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Abstract Although the disconnect between young newcomer children’s experiences at home and in early childhood settings is commonly attributed to different cultural values and practices, there is little research on how young children perceive, experience, and navigate it. This chapter draws on Vygotsky’s concept of perezhivanie to interpret a case study of a young child’s dialectical becoming in the process of creating herself as a unique subject interacting within a social and cultural environment of both home and school, as a source of her development. Through creative and imaginative activities of play and art-making, the child was engaged in creating and recreating social situations to navigate and negotiate complexities and differences between these social and cultural institutions, experiences, and influences. The chapter offers a deeper pedagogical understanding of the dynamic relationship between the social and the individual aspects of the young newcomer child’s complex subjective configurations of different social instances and systems of relationships within more complex systems of society.
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Hein, Sascha, Isabell Schuster, Julie Larran, Barış Altındağ, Maria Schriefer, and Shanti D‘Sa. "School Transition Expectations of Newcomer Pupils in Germany: A Pilot Evaluation of a Summer Programme." In Children and Youth at Risk in Times of Transition, 295–314. De Gruyter, 2023. http://dx.doi.org/10.1515/9783111010649-013.
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Harushimana, Immaculée. "“What Is the Meaning of Of?”." In Advances in Early Childhood and K-12 Education, 360–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch018.
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This chapter describes a small reading intervention program, in the form of participatory action research, which was conceived for African-born, elementary level immigrant children upon a third grader's indication that she did not know the meaning of the word of. The twofold purpose of the intervention was to: (1) uncover the challenges of being from a non-reading culture and being taught by a teacher from a reading culture, and (2) propose ways these challenges could be minimized. The chapter describes in detail the noticing strategies—punctuation discovery, sentence recall, copying, word dictation, etc.—that were used to develop basic reading and writing skills of p-6 French-speaking, African immigrant children. The chapter concludes with a call on educational policy makers to sponsor reading immersion programs for newcomer students, with a recommendation that these courses be taught by qualified immigrant educators, to ensure that these students' school integration process assures success.
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Harushimana, Immaculée. "“What Is the Meaning of Of?”." In Immigration and Refugee Policy, 137–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch008.
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This chapter describes a small reading intervention program, in the form of participatory action research, which was conceived for African-born, elementary level immigrant children upon a third grader's indication that she did not know the meaning of the word of. The twofold purpose of the intervention was to: (1) uncover the challenges of being from a non-reading culture and being taught by a teacher from a reading culture, and (2) propose ways these challenges could be minimized. The chapter describes in detail the noticing strategies—punctuation discovery, sentence recall, copying, word dictation, etc.—that were used to develop basic reading and writing skills of p-6 French-speaking, African immigrant children. The chapter concludes with a call on educational policy makers to sponsor reading immersion programs for newcomer students, with a recommendation that these courses be taught by qualified immigrant educators, to ensure that these students' school integration process assures success.
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Kalkman, Kris, and Alison Clark. "Here we like playing princesses – newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging." In Perspectives from Young Children on the Margins, 120–32. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-8.
Full textConference papers on the topic "Newcomer children"
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Bani-Taha, Omar, Malek El Kouzi, Ali Arya, and Fraser Taylor. "EDUCATIONAL COMPUTER GAMES FOR SOCIAL ADJUSTMENT OF NEWCOMER CHILDREN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0638.
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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Chapple, Julian. "A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.
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"Although Japan has not traditionally been considered a multicultural nation or possesses anything resembling an open immigration policy, it is rapidly becoming more and more diverse. Events like modifications to the nation’s immigration regulations in April 2019 and the recent proposed scrapping of the 5-year term limits on accepted “temporary” foreign workers (Category 1 Specified Skilled Workers) have ostensibly led to a quiet opening to unskilled foreign workers for the first time in the nation’s modern history. While Japan’s hand may have been reluctantly forced by serious labour force shortages in many sectors of the economy, it is undoubtedly the beginning of the creation of an even more ‘multicultural Japan’; providing further impetus to the pressing challenge of creating a society where diverse peoples can live together in harmony. Yet, despite these changes and the obvious implications they have for the future, very little consideration has been given to allowing for - and accommodating - greater diversity into the nation’s schools. There is a great risk that without preparation now, the already emerging signs of distress in the education sector (language problems, truancy, drop-out rates, bullying, etc.) will only escalate. In other words, in order for Japan to prepare to accept even a modest increase in the number of newcomers, teachers and education officials need to undertake greater training to enable them to understand and assist in the successful integration of future migrant children. Based on interviews, literature and a review of the recent educational situation in the light of these changes, this paper aims to ascertain whether greater inclusivity training is required, and if so, what it should entail. To allow for greater support of non-Japanese students into Japan’s education system, it concludes with a tentative proposal for what future educational training courses should consider, how they could be incorporated into teacher training curricula and the overall potential benefits for society in general."