Reflection of Child’s Neighborhood in Preschool Classrooms: Implications for Studying the Context of Immigrant Communities

• In Event: Roundtable Session 17
  In Roundtable Session: Starting at the Beginning: Early Childhood and Family Engagement Practices

Abstract

This study explores how community-specific information in neighborhoods is reflected in artifacts and activities in two preschool programs with a high proportion of immigrant families. We aim to highlight the need to incorporate the children’s neighborhood environment and culture into the classroom, as a way to increase the opportunity to build conceptually-connected, content-rich learning experiences. This process will lead to durable knowledge and learning for all, especially for dual language learners. Analysis of field notes, photographs and videos collected by researchers was performed using Spradley’s (1980) ethnographic analysis method. Results show evidence that there are observable differences between neighborhoods, and children’s play reflected their daily experiences in their communities. Reasons for the differences and directions for future work are discussed.

Authors

• Sunah (Sarah) Hyun, Brigham and Women's Hospital/MGH

• Lok-wah Li, Tufts University

• Amy Crowley, Tufts University

• Christine M. McWayne, New York University

• Jayanthi Mistry, Tufts University

• Betty S. Zan, University of Northern Iowa

• Kimberly Brenneman, Rutgers University

• Daryl B. Greenfield, University of Miami