Learning from newly settled families in an Aotearoa New Zealand playgroup
Bibliographic Data
| ID | 12724847 |
|---|---|
| Authors | Mary M Jacobs (0000-0002-1578-9863, University of Auckland, corresponding author) |
| Year | 2023 |
| Volume | 22 |
| Issue | 2 |
| Pages | 313-326 |
| Publication date | 2023-12-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x231210640 |
| OpenAlex | W4389396637 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
Families engage in a range of cultural practices in their everyday lives that shape children’s early literacies. Given the growing number of children who are living outside the country of their birth or their parents’ birth, more research is needed to highlight the under-recognised literacies of young children shaped by their family cultural practices and immigration experiences. This year-long qualitative study in an Aotearoa New Zealand playgroup explored how newly settled families worked to sustain their cultural practices and supported their young children’s understandings of new cultural norms in the context of immigration. Qualitative data collection methods included participant observation in the playgroup and photo-elicitation and semi-structured interview conversations in family languages. Findings highlight family aspirations and tensions regarding children’s participation in family cultural practices over time, sustaining family languages once children transitioned to school, and notions of belonging. Family participation was integral to interpreting children’s meaning-making in the playgroup, including how children flexibly navigated language differences and unfamiliar cultural practices. This study highlights the importance of learning from families about the linguistic and cultural resources young children draw on to represent, communicate and belong in a new country
Aotearoa · Context (archaeology · Developmental psychology · Early childhood education · Geography · Immigration · Participant observation · Pedagogy · Political science · Qualitative research · Social science · Sociology · Early Childhood Education and Development · Gender Studies · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Critical Multiculturalism
Many Pathways to Literacy
The Laundromat as the Transnational Local
Toward a Social-Contextual Approach to Family Literacy
Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge
Literacy in Theory and Practice
Ways with Words
Pōwhiri
Interrogating the Language Gap of Young Bilingual and Bidialectal Students
Young children’s initiation into family literacy practices in the digital age
Intergenerational learning between children and grandparents in east London
Playgroups as sites for parental education
Parents and whānau as experts in their worlds
Culturally Sustaining Pedagogy
Cultural Ways of Learning
Recognizing Different Kinds of “Head Starts”
Invited Forum
Super-diversity and its implications
New diversity, old anxieties in New Zealand
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |