CHILD DEV CH 25, S.U. 10 The immigrant child

Transcription

1 CHILD DEV CH 25, S.U. 10 The immigrant child LEARNING OUTCOMES: -Aspects of immigration and foreignness factors (p. 338) -Terminology (P ) -Immigration as profit & loss (p. 339) -Some reasons for emigration (p.339) -Foreignness factors and the loss of anchors (p.339) -Language and the immigrant child (p.340) -The effect of immigration on language acquisition (p.340) -The disruptive effect on the child (p.341) -Understanding the immigrant child (p.341) Family factors (p.342) Physical factors (p.343) Psychological factors (p.343) Social factors (p.345) -A few activities to keep in mind (p ) 1

2 Aspects of Immigration and Foreignness Factors Development of immigrant child may vary from dev of normal child Need to be aware and know how to support these chn. REFERS TO ANY CHILD in an unfamiliar situation that has feelings of foreignness and loneliness. Lonely child who for some reason is unable to communicate Zen properly. story IN SA: large % of chn not taught in home language!

3 Unisa Past Papers Qu Explain the difference between the concepts of migration, emigration & immigration (5) 3

4 Terminology Migration Emigration Immigration

5 Terminology Migration Emigration Immigration

6 Immigration as profit & loss Profit? Loss?

7 Immigration as profit & loss Profit When countries don t have enough skilled workers Can help improve the economy Loss When immigrants enter country illegally Take job opps away from legal citizens Make no tax contributions

8 What are some of the reasons for emigration?

9 Physical Reasons Professional Reasons Economic Reasons Reasons for Emigration Religious Reasons Social Reasons Psychological Reasons 9

10 Those factors in the new homeland that present such challenges that the person is attracted to leave the country of origin The reasons why people feel it s undesirable to stay in a particular country. These include the following problems: Economic Political Social Ecological 10

11 Social life Lonely lack of friends & family Need to function in a new & diff. society Foreignness Factors & loss of anchors Language 11

12 Language & the Immigrant Language & lang skills in immigrants new home play a decisive part in their integration NB: to allow immigrant child to use own lang & new lang together until mastered new lang. Help them learn the lang of new comm. asap. Child s ability to learn a 2 nd lang during early years: *babies and toddlers 2/3 langs v. easily *primary school phases more diff due to cog dev & neurological maturity NB to place child in preschool enviro where they can learn lang successfully * For at least one year before primary school *preschool & primary school = same language 12

13 The disruptive (upsetting) effect on the child 13

14 The disruptive (upsetting) effect on the child Alienation Age of Immigration Acquisition of norms & values Prejudice towards immigrant chn Discrimination security understanding 14

15 FAMILY FACTORS -Process of acculturation = socio-psychological function: *cognitive aspects *behaviour patterns *self-identity -Enviro immigs settle in -Parent-child relationship -Ties between family members strengthen -Adapting to new school SOCIAL FACTORS -Gestures -Other chns reactions to immig child -Friendships with other immig chn -Try too hard -Ways to integrate immig chn PSYCHOLOGICAL FACTORS -Cognitive: withdrawal, apparent dullness, lang instruction -Affective: reactions in school, feelings of rejection/isolation; diffs in cultural values; skills, personality traits, attitudes -Conative: lack of willpower, withdrawn, focus on group activities -Normative: norms and values of culture Factors that influence the immigrant child PHYSICAL FACTORS -Clothes -Skin colour / Facial features -gender

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21 Unisa Past Papers Qu Discuss the factors that teachers should take into account when trying to integrate immigrant chn in terms of cognitive, physical, affective aspects (10) 21

22 A few activities to keep in mind Communication with p s may be difficult: sketches Emphasise pride in the multicultural cl-rm Acquaint self with Focus on teaching Be aware of the isolation of the learner

23 Artistic/Creative Activities Play Story time and language activities Activities in the Early Years

24 Play Activities in the Early Years 3 years: Won t have difficulty with their play if they can t speak the lang. May need teacher to encourage & be present at times. 5/6 years: Need to play with peers Need lang to support play with others. Lang barrier may be diff. Teachers may need to help these chn more & manage and control play situation F.Phase learner: Difficulty of being included in play acts of other learners Groups may be formed which might exclude the immig child

25 How to encourage play?

26 Artistic/Creative Activities Activities in the Early Years When immigrant chn feel insecure and uncertain their drawings may regress. Could initially give impression of being below par cognitively due to their apathy. Avoid making a diagnosis too soon of low intelligence

27 How to encourage creative or artistic activities?

28 Story time and language activities Activities in the Early Years During story time and lang acts expect immig. child to be restless and find it diff to pay attention all the time don t know the lang.

29 How to encourage story time & language activities?

30 Activities in the Foundation Phase ROLE OF LANGUAGE Use home lang to facilitate learning of 2 nd language Home lang useful when learning new concepts Teacher to learn a few words of DRAMA AS A TEACHING MEDIUM Could be very useful in helping to learn new lang. Drama provides opps for chn to express what they want to say by means of acting. PRESENTATION OF THE NEW TEACHING LANGUAGE English predominates in SA. Chn need to understand why they have to learn new language Present new lang so that it is useful and interesting adapt teaching methods CONTENT OF SYLLABUSES Content of syllabus suits culture and frame of ref Try to teach the syllabus content so that new l s can also understand it (link to what they know) Could be necessary to change content: Be internationally orientated Be a variety of social level/ethnic grs. Supply correct info about diff races Don t stereotype people Prevent condemnation of cults & races THE CHN S LEARNING STYLES Teachers need to study immig chns learning styles may differ Change teaching methods to suit chn.

31 Unisa Past Papers Qu How would you as a teacher adapt the school curriculum for the Foundation Phase to help the immigrant child feel confident and accepted in school? (10) 31

32 Video Clips Iraqi Children Speak Two Iraqi refugee children speak of their difficult lives TV\Iraqi Children Speak of their difficult lives.wmv Soho Parish School Diversity Soho Parish School is located in the heart of Soho. Here, KS1/2 Citizenship explores the vibrant and creative way it approaches the citizenship and diversity agenda. Pupils come from a wide range of countries and citizenship and diversity pervade the whole-school ethos. Staff provide a tour of a typical day, from a Mandarin lesson, Year 4 PSHE circle time, to a school council meeting. Good citizenship and respectfulness are apparent everywhere. School lunches reflect the diversity of the children's background and two reception teachers make a school visit to Chinatown. Diversity /..\..\..\..\..\..\Videos\Teachers TV\School diversity - Soho Parish School.wmv

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