Abstract
Changes in global patterns of residence mean that preschool teachers welcome immigrant children and families into preschools in increasing numbers. Many teachers report both anticipation and apprehension about having immigrant children in the classroom. Apprehension is related to concerns about a lack of enough knowledge about languages and cultures to sensitively work with children and families. To overcome apprehensions and challenges, teachers are encouraged to learn from the work of other adults. This study builds upon research that suggests that teachers can also look to the children as a source of knowledge. The purpose of this study was to explore how preschool immigrant children might use a disposable camera to communicate with their teachers. The participants of this qualitative study were immigrant and native-born students in a local preschool. Each child was given a disposable camera, instruction about taking photographs and the request to take pictures of what was important to them. Data were collected by recording each child telling the teacher about the pictures. Data were analyzed for themes, patterns and categories. Findings indicated that the messages that the children conveyed to their teachers included important information about language development and family cultural identity. Findings also identify teacher strategies that helped and hindered child ability to communicate during the photo-narration process. An implication of the study was a shift of child agency within the teacher child relationship during photo-narration activity.
Similar content being viewed by others
References
Akrofi, A., Swafford, J., Janisch, C., Liu, X., & Durrington, V. (2008). Supporting immigrant students’ understanding of US culture through children’s literature. Childhood Education, 84, 209–229.
Association of Childhood Education International Diversity Committee. (2008). Diversity education: Respect, equality, and social justice. Childhood Education, 84, 158–159.
Baghban, M. (2007). Immigration in childhood: Using picture books to cope. Social Studies (Maynooth), 98, 71–77. doi:10.3200/TSSS.98.2.71-76.
Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York: Teachers College Press.
Barnett, W. S., Yarosz, J. T., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: an experimental comparison. Early Childhood Research Quarterly, 22, 277–293. doi:10.1016/j.ecresq.2007.03.003.
Bogdan, R. C., & Biklin, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Boston: Allyn and Bacon.
Briggs, D. (1970). Your child’s self-esteem. New York: Doubleday.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Eisner, E. W. (1994). Cognition and curriculum reconsidered. New York: Teachers College Press.
Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Effective teacher strategies for English language learners. Bilingual Research Journal, 29, 209–221.
Feldgus, E., & Cardonick, I. (1999). Kid writing: A systematic approach to phonics, journals and writing workshop. New York: McGraw Hill.
Gonzalez-Mena, J., & Stonehouse, A. (2008). Making links: A collaborative approach to planning and practice in early childhood programs. New York: Teachers College Press.
Huijbregts, S. K., Leseman, P. P., & Tavecchio, L. W. (2008). Cultural diversity in center based childcare: Childrearing beliefs of professional caregivers from different cultural communities in The Netherlands. Early Childhood Research Quarterly, 23, 233–244. doi:10.1016/j.ecresq.2007.10.001.
Katz, L., & Chard, S. (1989). Engaging children’s minds: The project approach. Norwood, NJ: Ablex.
Lin, Q. (2005). Multicultural visions in early reading classrooms: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education, 25, 237–245. doi:10.1080/1090102050250307.
Linn, M. I. (2001). An American educator reflects on the meaning of the Reggio experience. Phi Delta Kappan, 83, 332–335.
McNaughton, G. (2001). Silences and subtexts of immigrant and nonimmigrant children. Childhood Education, 78, 30–37.
National Association for the Education of Young Childhood (2005). Where we stand: Many languages, many cultures: Respecting and responding to diversity. Washington, DC: Author.
Sohn, S., & Wang, X. C. (2006). Immigrant parents’ involvement in American schools: Perspectives from Korean mothers. Early Childhood Education Journal, 34, 125–132. doi:10.1007/s10643-006-0070-6.
Souto-Manning, M. (2007). Immigrant families and children (re)develop identities in a new context. Early Childhood Education Journal, 34, 399–404. doi:10.1007/s10643-006-0146-3.
Thorp, E. (1997). Increasing opportunities for partnership with culturally and linguistically diverse families. Intervention in School and Clinic, 32, 261–270. doi:10.1177/105345129703200502.
Xu, Y., & Drame, E. (2007). Culturally appropriate context: Unlocking the potential of response to intervention for English language learners. Early Childhood Education Journal, 35, 305–311. doi:10.1007/s10643-007-0213-4.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Keat, J.B., Strickland, M.J. & Marinak, B.A. Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera. Early Childhood Educ J 37, 13–21 (2009). https://doi.org/10.1007/s10643-009-0324-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-009-0324-1