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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.
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Kane, Frances, Lynda Kennedy, Christina Sevdali, Raffaella Folli, and Catrin Rhys. "Language made fun: supporting EAL students in primary education." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 113–25. http://dx.doi.org/10.35903/teanga.v10i0.73.
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Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardos family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both Linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.
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Hirani, Saima, Zara Shah, Theresa Claire Dubicki, and Nilanga Aki Bandara. "Social Support and Mental Well-Being of Newcomer Women and Children Living in Canada: A Scoping Review." Women 4, no. 2 (May 23, 2024): 172–87. http://dx.doi.org/10.3390/women4020013.
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Newcomer women and children are less likely to access and utilize mental health support services as compared to the general Canadian population, despite reporting experiences of mental health issues. This review aimed to map out the social support interventions that are available for promoting the mental well-being of newcomer women and children living in Canada. A search using Medline, Cumulative Index for Nursing and Allied Health Literature, PsycINFO, and the Cochrane library was conducted to identify published studies. Studies were screened, extracted, and synthesized by two independent reviewers in line with the methodological approach for scoping reviews. Fourteen articles published in English between 2012–2023 were reviewed. Results identified five types of interventions: art and sand play interventions, support groups and workshops, assessment of existing support services, social media interventions, and short-term cognitive behavioral therapy. Our results suggest that culturally appropriate social support interventions increase mental well-being outcomes, such as self-esteem and social support, and reduce peri-migratory traumas for newcomer women and children in Canada. However, findings from this review underscore the need for more quantitative and participatory research approaches so that newcomer women’s and children’s needs are adequately explored and addressed.
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Brown, Alison, Jessie-Lee D. McIsaac, Sarah Reddington, Taylor Hill, Susan Brigham, Rebecca Spencer, and April Mandrona. "Newcomer families' experiences with programs and services to support early childhood development in Canada: A scoping review." Journal of Childhood, Education & Society 1, no. 2 (July 28, 2020): 182–215. http://dx.doi.org/10.37291/2717638x.20201249.
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It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada. We searched 12 databases, screened 2390 articles, and included 34 articles for synthesis and analysis. Three common and connected themes were identified: 1) effective intercultural understanding, responsiveness, and communication are critical to ensuring full access to meaningful programs and services; 2) some newcomer families face systemic barriers exacerbated by their immigration status, and; 3) feelings and perceptions of families and service providers, as well as social supports, networks, and relationships influence how programs and services are accessed and experienced. Our review identifies the requirement for additional, participatory research that centres the voices and perspectives of newcomer children and their families and the need to expand that research to less populated and rural areas of the country to inform meaningful and culturally relevant policies, programs, and services for newcomer families to support their children’s well-being.
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Vo, Dzung. "Taking a history with newcomer children and adolescents." Paediatrics & Child Health 19, no. 2 (February 2014): 87–88. http://dx.doi.org/10.1093/pch/19.2.87.
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Bernhard, Judith K., Marlinda Freire, and Veronica Pacini-Ketchabaw. "Support for parent participation in primary school." education policy analysis archives 8 (November 16, 2000): 52. http://dx.doi.org/10.14507/epaa.v8n52.2000.
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This article describes how a group of Latin American parents became more effective in their dealings with their childrens schools, a mainstream Canadian institution. Ethnicity, along with race, gender, and social class, is a critical determinant in of the interactions between schools and any group of newcomers to a society, particularly when those newcomers are an ethnic minority. Over an eight-month period, twelve Latin American parents met monthly to discuss aspects of their childrens experience with the Canadian educational system. These parents learned to collaborate with teachers and expressed their needs, but also affirmed their ethno-cultural differences. The positive feedback on their activities led to unforeseen gains, not just in relation to education and the schools. This exploratory study focuses on how the experience helped the parents to better comprehend what is expected of them in the support of their childrens schooling while retaining their own cultural assets. This study may serve as a possible model of adaptation for newcomer groups in their efforts to integrate in the school system.
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Cheung, Bonnie, Pardeep Kaur, Shazeen Suleman, and Ripudaman Minhas. "85 Exploring reporting of ethno-racial identity and immigration status in published studies on children new to Canada: An integrative scoping review." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e61-e62. http://dx.doi.org/10.1093/pch/pxab061.067.
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Abstract Primary Subject area Global Child and Youth Health Background Children immigrating to Canada may face racism and xenophobia depending on their ethno-racial background and immigration status. In Canada, immigration statuses include economic or family immigrants, resettled government or privately sponsored refugees, or asylum seekers, while some have no formal immigration status, otherwise considered undocumented. Research supporting newcomer child health should account for their immigration status and ethno-racial identity to capture the impact of discrimination. Objectives To critically examine the reporting of ethno-racial data and immigration status in published literature on the health needs of newcomer children to Canada. Design/Methods An integrative scoping review was performed, using the methodological framework outlined by Arksey & O’Malley. A literature search in Medline, PsycINFO, Scopus, Embase and Cochrane Central for articles published until July 2019 was conducted. Inclusion criteria were original research studies on newcomer children (0-18 years) in Canada in English or French from 2009 onwards. After undergoing title and abstract review, we extracted descriptions of participant immigration status and ethno-racial identity. Results 4147 articles were identified. After removal of duplicates, 2632 articles underwent title and abstract review, with a kappa-statistic of 0.93, suggesting high inter-rater agreement. Seventy-five studies were included in the final analysis. Overall, there were no consistent descriptions of immigration status or ethno-racial identity. Of the 75 articles included for final analysis, only 27% (20/75) described their participants’ immigration status in some capacity; the majority (75%) of these did not separate out participants by their immigration status (15/20) and of these, 67% combined all types of refugee and economic immigrant statuses together (10/15). With respect to ethno-racial data, the majority of studies (65%, 49/75) did not report on their participants’ ethno-racial identities. Of those that did, 65% (17/26) reported their participants’ ethnicity alone, while only 15% (4/26) reported their race alone and 19% (5/26) reported both race and ethnicity. Conclusion Our scoping review demonstrates that many studies focusing on newcomer children to Canada do not consistently collect and analyze their participants’ immigration status or ethno-racial identity. In doing so, studies may falsely conflate the experiences of newcomer children and ignore the impact of racism and xenophobia on their access to care, leading to worsening stigma and access to care. We suggest that research that often informs evidence-based guidelines for newcomer children should consider immigration status and ethno-racial identity to consider the impact of xenophobia and racism and improve health outcomes.
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Wahi, Gita, Sujane Kandasamy, Shrikant I. Bangdiwala, Andrea Baumann, Mary Crea-Arsenio, Dipika Desai, Deborah DiLiberto, et al. "Strengthening Community Roots: Anchoring Newcomers in Wellness and Sustainability (SCORE!): A protocol for the co-design and evaluation of a healthy active living program among a newcomer community in Canada." PLOS ONE 18, no. 9 (September 28, 2023): e0288851. http://dx.doi.org/10.1371/journal.pone.0288851.
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Background The burden of childhood obesity and cardiometabolic risk factors affecting newcomer Canadians living in lower socioeconomic circumstances is a concerning public health issue. This paper describes Strengthening Community Roots: Anchoring Newcomers in Wellness and Sustainability (SCORE!), an academic-community research partnership to co-design interventions that nurture and optimize healthy activity living (HAL) among a community of children and families new to Canada in Hamilton, Ontario, Canada. Methods/Design Our overarching program is informed by a socio-ecological model, and will co-create HAL interventions for children and families new to Canada rooted in outdoor, nature-based physical activity. We will proceed in three phases: Phase 1) synthesis of existing evidence regarding nature based HAL interventions among children and families; Phase 2) program development through four data collection activities including: i) community engagement activities to build trustful relationships and understand barriers and facilitators, including establishing a community advisory and action board, qualitative studies including a photovoice study, and co-design workshops to develop programs; ii) characterizing the demographics of the community through a household survey; iii) characterizing the built environment and HAL programs/services available in the community by developing an accessible real-time systems map; and iv) reviewing municipal policies relevant to HAL and sustainability; leading to Phase 3) implementation and evaluation of the feasibility of co-designed HAL programs. Conclusion The etiology of childhood obesity and related chronic diseases is complex and multifactorial, as are intervention strategies. The SCORE! program of research brings together partners including community members, service providers, academic researchers, and organizational leaders to build a multi-component intervention that promotes the health and wellness of newcomer children and families.
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Brubacher, Katie. "Print Literacy Humiliation: Translanguaging and emotions with newcomer children." Language and Literacy 24, no. 2 (August 19, 2022): 133–52. http://dx.doi.org/10.20360/langandlit29529.
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Emotions not only take us deeper in but also reveal larger political and historical structures that dominate how the Grades 4 to 6 newcomers with emerging print literacy in this study shape their literacy practices. Following a humanizing approach, I conducted three qualitative, critical case studies in Ontario urban schools. Data collection tools included in this article include plurilingual texts, focus group interviews and field notes. Through a thematic deductive analysis, themes emerged such as desire and written English, and print literacy humiliation. Moving away from historically oppressive, English-only structures in the classrooms, created more excitement and pride around writing and language.
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Amin, Maryam, Maryam Elyasi, Babak Bohlouli, and Mohamed ElSalhy. "Application of the Theory of Planned Behavior to Predict Dental Attendance and Caries Experience among Children of Newcomers." International Journal of Environmental Research and Public Health 16, no. 19 (September 29, 2019): 3661. http://dx.doi.org/10.3390/ijerph16193661.
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Background: This study aimed to explore the predictors of regular dental attendance behavior and caries experience among children of newcomers to Canada using the Theory of Planned Behavior (TPB). Methods: A total of 274 newcomer parents with a child aged 1 to 12 years old who had lived in Canada for 10 years or less participated in this cross-sectional study. Children underwent a dental examination to measure their deft/DEFT, and parents completed a self-administered questionnaire. Parental attitudes, subjective norms, perceived behavioral control (PBC), and intention were examined using Structural Equation Modeling (SEM) as predictors of dental attendance behavior and caries experience using the TPB model. Results: Out of all the components of the model, attitude and PBC significantly predicted the intention (p < 0.05) while the subjective norm had no statistical effects on the loading of the model (p > 0.05). Intention significantly predicted behavior, but behavior could not predict caries experience. Although 51.6% of the variance of intention was predicted by this model, only 0.2% of the variance for dental attendance behavior was explained. Conclusions: The theory of planned behavior was successful in predicting dental attendance intention and behavior for children among newcomers, but this behavior could not predict caries experience in children.
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Oxman-Martinez, Jacqueline, and Ye Ri Choi. "Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes." Social Inclusion 2, no. 4 (November 27, 2014): 23–37. http://dx.doi.org/10.17645/si.v2i4.133.
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This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.
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Rizwan, Ayesha, and Shazeen Suleman. "115 An Evidence-Based Model of Care for Newcomer Children with Special Health Care Needs." Paediatrics & Child Health 25, Supplement_2 (August 2020): e47-e48. http://dx.doi.org/10.1093/pch/pxaa068.114.
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Abstract Background In 2018, Canada resettled the most refugees in the world, in response to the greatest migration crisis in global history. The refugee and resettlement experience at critical stages of children’s development places children at risk for a number of chronic illnesses. Newcomer children with chronic illnesses or special health care needs (NCSHCN) require services and care providers across many systems, but face greater barriers to healthcare access and are at an increased risk of unmet needs, yet no research has been done to identify best practices for this vulnerable population. Objectives To develop an evidence-based model for high-quality, patient-centered care for NCSHCN and identify areas of need in a large Canadian city with a high density of newcomers. Design/Methods Using formative research design, a literature review and thematic analysis was performed to develop a conceptual model of care for NCSHCN. Next, a local environmental scan was conducted to identify and evaluate current clinics serving newcomers in a large urban Canadian city. Variables collected included the constructs identified in the conceptual model, and information about population served, providers and services offered including access to paediatrics. Results 326 studies were identified, of which 43 studies underwent full-text review and 21 were included in the final synthesis. Six key components were identified to best support NCSHCN: access to interpreters and appropriately translated resources; delivery of culturally competent care; access to care coordination and system navigation; longer appointment times; family-centered care through medical homes and home-based services; and an enhanced knowledge and understanding of health insurance processes. The environmental scan identified 50 clinics and programs serving newcomers, with 88% providing referrals to paediatric services but only 12% with a paediatrician on-site. Eighty-eight percent offered some form of interpreter services and while 71% offered patient navigation/care coordination services, only one program was specific to navigating child health services and programs. Conclusion We propose a data-driven model of care for NCSHCN that can reduce the intersecting disparities these families face by promoting equitable access to health and community services, thereby improving child outcomes and quality of life. While many programs for newcomers exist, access to paediatric services remains elusive and training in cultural competency and insurance processes is variable. More programs that integrate paediatric services into the community to make quality care more accessible and family-centered are required.
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Casale, Lina Marie, Stephen J. Gentles, Janet McLaughlin, and Margaret Schneider. "Service access experiences of immigrant and refugee caregivers of autistic children in Canada: A scoping review." PLOS ONE 18, no. 11 (November 9, 2023): e0293656. http://dx.doi.org/10.1371/journal.pone.0293656.
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Primary caregivers are the main mediators of care for children with an autism diagnosis in Canada, and the navigation process to gain access to autism-related services is known to be a major burden. These challenges to service access are compounded for newcomers to Canada, which include immigrants and refugees. The purpose of this scoping review is to describe the available research on Canadian newcomer caregiver experiences navigating and accessing autism-related services. After a systematic search and screening process, 28 studies were included. Data were extracted regarding the populations, study aims, and themes reported. Included studies characterized barriers and facilitators to service access and navigation specific to immigrants, while limited information was available for refugees. Based on the existing literature, the authors provide recommendations for possible research approaches, populations to include, and themes to examine in future research to promote health equity in Canadian autism service access.
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Schumacher, Laurie B., I. Guy Pawson, and Norman Kretchmer. "Growth of Immigrant Children in the Newcomer Schools of San Francisco." Pediatrics 80, no. 6 (December 1, 1987): 861–68. http://dx.doi.org/10.1542/peds.80.6.861.
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A semilongitudinal study on growth and development was initiated on immigrant and refugee school-aged children in San Francisco. Anthropometric values (height, weight, arm circumference, and triceps and subscapular skinfolds) were collected soon after their arrival in the United States and repeated at 3-month intervals for 1 year. Data were analyzed by age-gender cohorts. z Score calculations for measures of height-for-age, weight-for-age, and weight-for-height demonstrated a significant overall deficiency in height-for-age and weight-for-age at the time of the first measurement. Comparisons with a US standard indicated that most of the children were between the fifth and 25th percentiles in these measures. There were fewer children who were significantly deficient in weight-for-height. Calculations for median growth rate indicated that most cohorts exhibited a median growth velocity that was close to or exceeded the median for US white children. There was also significant improvement in weight-for-age. The results indicated that these immigrant and refugee children accelerated their growth markedly in an optimum nutritional environment and were in a period of catch-up growth.
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Oxman‐Martinez, Jacqueline, Anneke J. Rummens, Jacques Moreau, Ye Ri Choi, Morton Beiser, Linda Ogilvie, and Robert Armstrong. "Perceived ethnic discrimination and social exclusion: Newcomer immigrant children in Canada." American Journal of Orthopsychiatry 82, no. 3 (July 2012): 376–88. http://dx.doi.org/10.1111/j.1939-0025.2012.01161.x.
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OCHIAI, Tomoko. "A Case Study on Intercultural Literacy of Newcomer Children in Kobe." Japan Social Innovation Journal 3, no. 1 (2013): 48–55. http://dx.doi.org/10.12668/jsij.3.48.
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Ricucci, Roberta. "Educating immigrant children in a ‘newcomer’ immigration country. A case study." Intercultural Education 19, no. 5 (October 2008): 449–60. http://dx.doi.org/10.1080/14675980802632941.
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Haartsen, Tialda, and Aileen Stockdale. "S/elective belonging: how rural newcomer families with children become stayers." Population, Space and Place 24, no. 4 (December 21, 2017): e2137. http://dx.doi.org/10.1002/psp.2137.
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Milaney, Katrina, Rosaele Tremblay, Sean Bristowe, and Kaylee Ramage. "Welcome to Canada: Why Are Family Emergency Shelters ‘Home’ for Recent Newcomers?" Societies 10, no. 2 (May 7, 2020): 37. http://dx.doi.org/10.3390/soc10020037.
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Although Canada is recognized internationally as a leader in immigration policy, supports are not responsive to the traumatic experiences of many newcomers. Many mothers and children arriving in Canada are at elevated risk of homelessness. Methods: This study utilized a community-engaged design, grounded in a critical analysis of gender and immigration status. We conducted individual and group interviews with a purposive sample of 18 newcomer mothers with current or recent experiences with homelessness and with 16 service providers working in multiple sectors. Results: Three main themes emerged: gendered and racialized pathways into homelessness; system failures, and pre- and post-migration trauma. This study revealed structural barriers rooted in preoccupation with economic success that negate and exacerbate the effects of violence and homelessness. Conclusion: The impacts of structural discrimination and violence are embedded in federal policy. It is critical to posit gender and culturally appropriate alternatives that focus on system issues.
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Pollick, H. F., A. J. Rice, and D. Echenberg. "Dental health of recent immigrant children in the Newcomer schools, San Francisco." American Journal of Public Health 77, no. 6 (June 1987): 731–32. http://dx.doi.org/10.2105/ajph.77.6.731.
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Ranck, Edna Runnels. "Judith A. Colbert.Welcoming Newcomer Children: The Settlement of Young Immigrants and Refugees." Journal of Early Childhood Teacher Education 33, no. 2 (April 2012): 202–4. http://dx.doi.org/10.1080/10901027.2012.677343.
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Garralda, M. E. "The use of videos to illustrate child psychopathology to medical students." Psychiatric Bulletin 13, no. 2 (February 1989): 69–72. http://dx.doi.org/10.1192/pb.13.2.69.
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As a relative newcomer to the medical undergraduate curriculum, child psychiatry is still looking for ways in which to best convey its message to students. There is fairly general agreement that this should combine opportunities to assess children or at least to observe the psychiatric assessment of problems and to impart basic information on child development and psychopathology.
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Evans, Kerri. "Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo." CULTURA EDUCACIÓN Y SOCIEDAD 13, no. 1 (January 24, 2022): 193–218. http://dx.doi.org/10.17981/cultedusoc.13.1.2022.12.
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Introduction: Newcomer students seek routine and safety in schools, but often experience a “hard landing” when they begin school in the United States. Objective: While there is substantial literature on the academic and language achievement of emergent bilingual students, there is less specifically on unaccompanied immigrant students, and even less on their social and emotional well-being. Methodology: This study uses a human rights framework to analyze qualitative data from service providers (n = 79) for unaccompanied children. Results: Challenges to meeting the needs of this population include the limited capacity of schools and school districts, students’ language ability and preparedness for school, cultural differences, and individual health and mental health considerations. Supports to help immigrant students include academic and language assistance, cooperation among service providers, and emotional and behavioral programs. Conclusions: Recommendations include building community partnerships, creating more welcoming policies, school-assessments of programming compared to needs of newcomer students, and more research.
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Kalkman, Kris, Marit Holm Hopperstad, and Marko Valenta. "‘Do you want this?’ Exploring newcomer migrant girls’ peer reception in Norwegian day care: Experiences with social exclusion through the exchange of self-made artefacts." Contemporary Issues in Early Childhood 18, no. 1 (February 1, 2017): 23–38. http://dx.doi.org/10.1177/1463949117692241.
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This article approaches newcomer migrant girls’ experiences with social competition and relational aggression. This the authors do through a detailed analysis of the interactional practices that a group of preschool-aged girls make use of as they socially exclude one of two newcomer migrant girls from participating in a sharing activity involving self-made artefacts. The data is drawn from ethnography combined with video recordings of natural and situated activities of the girls’ interactions in a Norwegian day-care institution over the course of nine months. Combining structural and social-constructivist perspectives, the authors discuss how a day-care group is a social field comprising multiple subfields characterized by agents struggling over position and power. Overall, this article addresses another side of the generally accepted positive view of day care for migrant children, revealing how relational aggression might be embedded within seemingly harmless activities and set in everyday child-governed activities. Finally, the authors reflect on implications for pedagogical practices and make suggestions for future research.
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Nani, Nasriani, Zulfia Samiun, and Muhammad Purqan Nur. "Exclusive Breastfeeding with the Incidence of Stunting." Jurnal Ilmiah Kesehatan (JIKA) 6, no. 1 (April 30, 2024): 114–21. http://dx.doi.org/10.36590/jika.v6i1.539.
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Stunting is one of the disorders in the growth of children affected by poor nutrition and the occurrence of recurrent infections, especially during the critical first two years of life. According to the WHO, a child is classified as stunting when his or her height relative to age exceeds the deviation standard based on the child's growth standard. The aim of this study is to identify a correlation between exclusive breastfeeding and the possibility of stunting in 12 to 60-month-old children in the Mangasa Puskesmas Working Region of Makassar City. This type of research is quantitative analytics using case control designs with a retrospective approach. The subjects in this study were 70 newspapers, consisting of 35 stunting as a treatment group (intervention) and 35 non-stopping as a control group. Univariate and bivariate analysis using chi-square tests. The results of the analyses showed that the newborn who received only milk (exclusive) but with a stunting category of 15 newborns (42,9%), while the newcomer who did not give milk exclusively and suffered stunting as much as 20 newcomers (57,1%). The result of the bivariate analysis shows that there is a correlation (relation) between giving milk only (exclusive) and the stunting condition (p-value=0,030). Research shows the need to provide education to improve mothers’ knowledge, especially in preparation for the first 1,000 days of life.
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KOJIMA, Akira. "^|^ldquo;Newcomer^|^rdquo; Children and Changes in the ^|^ldquo;Borders^|^rdquo; of School Culture." Journal of Educational Sociology 69 (2001): 65–83. http://dx.doi.org/10.11151/eds1951.69.65.
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Kalkman, Kris, Gry Mette D. Haugen, and Marko Valenta. "‘They need to … ’: Exploring practitioners’ attitudes in relation to newcomer migrant children’s needs in Norwegian day care." Childhood 24, no. 3 (January 24, 2017): 366–80. http://dx.doi.org/10.1177/0907568216688244.
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Taking a critical stance on day care as a social site for democratic practice, this article focusses on practitioners’ attitudes regarding including newcomer migrant children in the assessment of their needs and decision-making processes in Norwegian day care. Considering the needs-discourse as a way of conveying both policy-makers’ and practitioners’ conclusions about the requirements of migrant children’s childhoods, we reveal how the individual agency of practitioners is captured by developmental culture-bound norms regarding what an ideal childhood should be.
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Camarata, Stephen M., Charles A. Hughes, and Kathy L. Ruhl. "Mild/Moderate Behaviorally Disordered Students." Language, Speech, and Hearing Services in Schools 19, no. 2 (April 1988): 191–200. http://dx.doi.org/10.1044/0161-1461.1902.191.
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The purpose of the present investigation was to examine the language skills of a group of 38 mildly to moderately behavior-disordered students. At issue was whether such students suffer from language disorders as has been reported for Children with more severe behavior disorders such as autism. The results from the Test of Language Development-Intermediate (TOLD-I) (Hammill & Newcomer, 1982) revealed that 37 of the children (97%) fell a minimum of one standard deviation below the normative mean on one or more of the TOLD-I subtests. These findings are offered in support of the notion that the mildly to moderately behavior-disordered child is at risk for language disorders.
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Kirova, Anna, and Kelly Hennig. "Culturally Responsive Assessment Practices: Examples from an Intercultural Multilingual Early Learning Program for Newcomer Children." Power and Education 5, no. 2 (January 2013): 106–19. http://dx.doi.org/10.2304/power.2013.5.2.106.
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Vatanparast, Hassanali, Christine Nisbet, and Brian Gushulak. "Vitamin D Insufficiency and Bone Mineral Status in a Population of Newcomer Children in Canada." Nutrients 5, no. 5 (May 14, 2013): 1561–72. http://dx.doi.org/10.3390/nu5051561.
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Ghosh, Nayantara, Ramanan Aiyadurai, and Sloane Freeman. "ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) IN SCHOOL-AGED CHILDREN AT TWO SCHOOL BASED HEALTH CENTERS (SBHCS): A DESCRIPTIVE STUDY." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e6-e6. http://dx.doi.org/10.1093/pch/pxy054.015.
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Abstract BACKGROUND The number of school-aged children diagnosed with ADHD in Canada has been on the rise over the past three decades. Evidence suggests that children with ADHD dealing with risk factors, such as poverty and prolonged wait-times are more likely to have poorer outcomes due to challenges in accessing healthcare services. Schools are ideal for the early identification of children with ADHD, as they are often the setting in which attention and behavioural issues come to light. School-Based Health Centres (SBHCs) are embedded within the school system and are an ideal entry point for children with ADHD into the healthcare system. OBJECTIVES To examine the prevalence of ADHD and as well as demographic characteristics and time to assessment of children at two inner-city SBHCs in Toronto. DESIGN/METHODS A retrospective chart review was performed on 869 children from November 2010- March 2016 from two SBHCs. Frequency measures were used to determine the proportion of children that received a new diagnosis of ADHD. Within this population, the patient’s age, gender, ethnicity, parental income, home arrangement, parental education and newcomer status were described. Diagnostic wait-times within the SBHC were calculated using two specific data points – a child’s first clinic visit data and the clinic date they saw a general paediatrician, who would provide the ADHD diagnosis. RESULTS Of the 869 children, 9.6% of children received a new diagnosis of ADHD. The mean age of diagnosis was 7.6 years and 80% of the children were male. 74.6% of children’s families identified them as an ethnicity other than white. 60.2% of the patients’ household income was <$30,000/year. 44.5% of the families were composed of single-parent households. 52.8% of the patients’ mothers and 47.6% of fathers had completed a high school level of education or less. 34% of the children were not born in Canada, and of those, 57% had been in the country for only 0–3 years. The average wait time for a child to see a general paediatrician for a developmental assessment from initial visit date was 62.3 days. CONCLUSION The prevalence of ADHD at 2 SBHCs was higher than that reported in the general population. A number of barriers to health care access were identified in this cohort of children including low income, single parent homes and newcomer status. SBHCs serve as an accessible health care model that can provide timely diagnosis and management to vulnerable children with ADHD which may improve outcomes.
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Filler, Tali, Pardeep Kaur, Usamah Mohamed, Ripudaman Minhas, and Shazeen Suleman. "11 Exploring the Impact of COVID-19 on Families of Children with Developmental Disabilities: A Community-Based Formative Study." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e7-e8. http://dx.doi.org/10.1093/pch/pxab061.007.
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Abstract Primary Subject area Developmental Paediatrics Background The COVID-19 pandemic has impacted every facet of society but has been particularly disastrous for families of children with developmental disabilities (DD) living on the margins. The unprecedented repercussions of COVID-19, including quarantine, social distancing, and service restrictions, continue to disproportionately impact these families. This is a pattern observed in previous humanitarian crises, where there has been a lack of response for children with DD. There is an urgent need to understand the experiences of families of children with DD in order to develop a community-driven model of service provision. Objectives This study aims to identify the experienced impact of COVID-19 on families of children with DD who have significant needs and social barriers. Design/Methods This was a community-based participatory study using a formative research framework in accordance with COREQ guidelines. In-depth interviews (IDIs) were conducted with caregivers and care providers of children with DD. Data were recorded, transcribed, and coded using deductive and inductive coding methods by three independent coders. A peer debriefing strategy was used to verify the coding approach and interpretation of findings in accordance with the RATS (relevancy, appropriateness, transparency, and soundness) guidelines for qualitative research. Perceived parental stress and social support were explored using the Perceived Stress Scale (PSS-10) and Multidimensional Scale of Perceived Social Support (MSPSS). Results A total of 25 IDIs were conducted. Of the 15 caregivers interviewed, five were new to Canada. Results suggested both newcomer and non-newcomer families of children with DD are in crisis, reporting high stress and low social support, with increased difficulties navigating and accessing therapies and programs, including those offered virtually. Participants reported behavioural regressions and increased anxiety among their children with DD, as well as caregiver mental health challenges. Providers reported having to change their service delivery model in accordance with public health recommendations, but caregivers said that they were not included in these decisions. Conclusion Families of children with DD face extraordinary barriers to care, which may be further compounded by the COVID-19 pandemic. Our study demonstrates the value of community-informed design, particularly in the setting of the COVID-19 pandemic. To deliver truly patient-centred services during the pandemic, there is an urgent need for responsive programming that is built with patients, for patients.
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Shi, Zihan. "Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?" Journal of Childhood Studies 38, no. 1 (April 3, 2013): 29–38. http://dx.doi.org/10.18357/jcs.v38i1.15436.
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Intended for educators and researchers in the field of early childhoodeducation working with children from immigrant families, this articlefirst briefly addresses the relationship between home literacy environment and English language learners’ literacy development in both their heritage language and English. Second, through surveying the literature, I identify three different areas in which a home literacy environment influences English language learners’ literacy development: (a) through language attitudes and parental beliefs; (b) through identity formation; and (c) through literacy behaviour of immigrant parents. Some helpful strategies learned from the literature are provided for educators to use with newcomer families in support of children’s literacy development.
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Golden, Deborah, and Tatyana Drubetskoy. "Learning to be seen: the depiction of encounters between Israeli and newcomer children in children’s literature." Intercultural Education 16, no. 5 (December 2005): 481–94. http://dx.doi.org/10.1080/14675980500378565.
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Burgess, Chris. "‘Newcomer’ children in non-metropolitan public schools: the lack of state-sponsored support for children whose first language is not Japanese." Japan Forum 19, no. 1 (March 2007): 1–21. http://dx.doi.org/10.1080/09555800601127239.
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Brezhneva, Svetlana. "Orphanages of the Empress Maria's Department in the Imperial Practice of Acculturation on the National Outskirts of the Russian Empire (on the Example of the Samarkand Region of the Turkestan Governor-General) in the Late 19th — Early 20th Century." ISTORIYA 15, no. 1 (135) (2024): 0. http://dx.doi.org/10.18254/s207987840029909-8.
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In the imperial practice of Russia in the Turkestan Governor-General, acculturation was envisaged, which presupposes the process of cultural interaction between the newcomer Russian and the local population. Due to the significant difference in the cultural characteristics of the peoples, the Russian Empire preferred to test its laws first on the Russian-speaking population of the governorate. This concerns issues of charity and the creation of orphanages. In the proposed article, based on archival material introduced into scientific circulation for the first time, the problems arising in the Samarkand regional guardianship and the Samarkand orphanage at the turn of the 19th — 20th century, concerning all aspects of children's lives, are considered.
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Nodelman, Perry. "Joseph Krumgold’s …And Now Miguel and Onion John: The Temper of the Times and the Encounter with the Other." Forum for Modern Language Studies 57, no. 2 (April 1, 2021): 205–23. http://dx.doi.org/10.1093/fmls/cqab008.
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Abstract A newcomer to writing for children, Joseph Krumgold revealed an intuitive mastery of what led to success in children’s publishing in the 1950s, winning the American Library Association’s Newbery Medal for distinguished contributions to children’s literature for both of his first two novels: …And Now Miguel (1953) and Onion John (1959). An exploration of the novels reveals what made for distinction at that time, what assumptions about excellence for child readers the novels imply, and in doing so, what ideas they foster about who children are and how they do and should read. This essay reads the novels both in the wider context of bestselling 1950s books that offer theories about changing American values, and in terms of the specific values espoused by children’s writers, publishers and librarians. A consideration of these matters reveals a metafictional relationship between the two novels that enriches the insights they offer into assumptions about children’s reading.
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Bruce, Aisha Aiko, Adrienne D. Witol, Haley Greenslade, Mandeep Plaha, and Mary Anne Venner. "How Do New Immigrant Families (African Continent) with a Child with Sickle Cell Disease (SCD) Experience the Western Medical System?" Blood 128, no. 22 (December 2, 2016): 3529. http://dx.doi.org/10.1182/blood.v128.22.3529.3529.
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Abstract INTRODUCTION: New immigrant families from continental Africa account for an increasing proportion of pediatric patients with Sickle Cell Disease (SCD) in Canada and North America. As families enter the western medical system they face a myriad of tests and medications as well they encounter language barriers, endless forms and large teams. Previous experiences with healthcare also influence families' expectations and adjustment.There is no published data exploring the experiences of these families to help guide practice. Resources such as the Canadian Pediatric Society guide on immigrant health are not specific to SCD. We set out to examine cultural sensitivity methodologically in order to improve delivery of care. Research Questions: What are newcomer families' experiences with SCD in Canada and their home country?What are the prevailing values and beliefs related to SCD that shape the attitude and behaviors of newcomer families?How do newcomer families perceivethe current delivery of medical care (the barriers and the facilitators)? METHODS: Focused ethnography was used to understand the socio-cultural context in which newcomer families from Africa experience their child's SCD; to explore their perspectives, beliefs, how they manage daily life and experience the western medical system. A sample size of12-15 participants was selected to reach saturation.Participants were selected using purposeful and convenience sampling and semi-structured interviews were held with the primary caregiver(s) with use of aninterpreter if needed. Research Ethics Board approved. RESULTS: Saturation was reached at 10 families and 12 were interviewed due to recruiting methods. Demographics:12 caregivers (N=8 females; N=4 males); most were in their forties and from Congo, Nigeria or Liberia. The majority had 3 or more children, were married and employed. The majority did not have extended family within the region. Languages spoken at home were English, French, Yoruba, Swahili orMoorie. They immigrated to Canada between 2002 and 2015 For themes see table 1. CONCLUSIONS: Participants' attitude, perception and knowledge about SCD were profoundly affected by their experiences in their countries of origin. These mostly negative experiences (seeing children suffering without appropriate medical care; observing social stigma, etc.) were deeply embedded and determined their response to SCD in their children. 1. Practice guideline: Allow for sufficient time and provision oftranslation services to explore the families' experience with stigma within country of residence and origin as well as embedded in the healthcare system and the community. Despite the prevalence of SCD in their home countries the diagnosis was a surprise. The path towards acceptance was slow, emotionally convoluted and not linear. Acceptance of the diagnosis is a process and devastating in the context of previous experiences. 2. Practice guideline: Review diagnostic information early and have easily accessible information about SCD available for parents/family network. This information will also need to be reviewed with the child at key developmental time periods. SCD has a dominant impact on life causing renegotiation of all relationships: spousal, family, community, co-workers and school staff. Managing SCD influenced daily routines imposing structure which was disrupted for hospitalizations. Families were reluctant to leave children unattended in the hospital and thus sacrificed personal and employment goals. Social support is limited and families cope alone.Families tend to seek practical support and deny the desire for emotional support. 3. Practice guideline: 3a)Screen for potential isolation and explore whether other caretakers are aware of diagnosis and disease specific care 3b) Given the tendency to deny emotional support needs, lack of nearby extended family and the stigma in the community setting up networks that provide both practical and instrumental support could be meaningful and more likely utilized resources. The life-long complexity of SCD creates anxiety for the child's life expectancy. Families trust in medical expertise, improvements in medical treatments and their faith/religious beliefs are foundations for hope. 4. Practice guideline: HCP working with families should ensure awareness of clinical advances and develop means to easily share knowledge as it will strengthen hope for the future. Table 1 Table 1. Disclosures Bruce: Novartis: Consultancy, Honoraria; Apopharma: Consultancy.
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Hammer, Carol Scheffner, Maria Pennock-Roman, Sarah Rzasa, and J. Bruce Tomblin. "An Analysis of the Test of Language Development—Primary for Item Bias." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 274–84. http://dx.doi.org/10.1044/1058-0360(2002/032).
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The purpose of this research was to examine the Test of Language Development-P:2 (TOLD-P:2; Newcomer & Hammill, 1991) for item bias. The TOLD-P:2 was administered to 235 African American and 1,481 White kindergarten children living in the Midwest. Test items were examined for evidence of differential item functioning (DIF) using inferential and descriptive methods. Sixteen percent of all items of the TOLD-P:2 were found to have DIF. Of these items, 75% were found to be harder for the African American group. The percentages of items on the five core subtests identified as having DIF were as follows: Picture Vocabulary, 17%; Oral Vocabulary, 17%; Grammatic Understanding, 12%; Sentence Imitation, 20%; and Grammatic Completion, 13%. The implications of these findings are discussed in relation to the TOLD-P:3.
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Paradis, Johanne. "Individual differences in child English second language acquisition." Internal and External Factors in Child Second Language Acquisition 1, no. 3 (July 29, 2011): 213–37. http://dx.doi.org/10.1075/lab.1.3.01par.
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This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonological short term memory and analytic reasoning), age, L1 typology, length of exposure to English, and richness of the child’s English environment were significant predictors of variation in children’s L2 outcomes. However, on balance, child-internal factors explained more of the variance in outcomes than child-external factors. Relevance of these findings for Usage-Based theory of language acquisition is discussed.
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Smith, Paul Julian. "Screenings." Film Quarterly 72, no. 3 (2019): 59–61. http://dx.doi.org/10.1525/fq.2019.72.3.59.
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FQ Columnist Paul Julian Smith reports from Mexico on Netflix's redo of the traditional telenovela with its new series, La casa de las flores (House of Flowers). Smith argues that the series is not as innovative or trangressive as it claims to be and in fact, was preceded in many aspects by the cult Mexican independent series Mirada de mujer (A Woman's Look) in the late 1990s. Both series feature a grumpy patriarch, a dissatisfied mother and wife who embarks on an affair (with a much younger man, in the case of Mirada de mujer), and three confused grown children, and both explore taboo topics such as AIDS, abortion, and interracial romance. Smith questions whether the U.S. newcomer, with its glossy production values, will prove to be as enduring as its homegrown predecessor.