Supporting Latinx immigrant children and families in the transition to elementary school

IF 5.1 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child Development Perspectives Pub Date : 2024-03-15 DOI:10.1111/cdep.12512

Natalia Palacios, Judy Paulick

引用次数: 0

Abstract

Current approaches to supporting students in the transition to elementary school fail to meet the needs of Latinx immigrant children and their families in the United States. Typical approaches place the responsibility on families to help their children adapt to the expectations of their teacher, classroom, and school without recognizing the specific barriers to participation faced by Latinx immigrant parents. In this article, we describe these barriers and consider the ways community-based practice can support and prioritize co-constructed partnerships among teachers, schools, parents, and communities.

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帮助拉丁裔移民儿童和家庭顺利升入小学

目前支持学生过渡到小学的方法未能满足美国拉美裔移民儿童及其家庭的需求。典型的方法将帮助孩子适应老师、教室和学校期望的责任放在家庭身上，却没有认识到拉美裔移民家长在参与过程中面临的特殊障碍。在本文中，我们将描述这些障碍，并考虑社区实践如何支持和优先考虑教师、学校、家长和社区之间共同构建的伙伴关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

11.90

自引率

1.60%

发文量

期刊介绍： Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.

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