Designing Online Cultural Resources to Support Ezidi Refugee Parents of Young Children / Diseño de recursos culturales en línea para apoyar a las familias yazidíes refugiadas con niños pequeños
Bibliographic Data
| ID | 17723866 |
|---|---|
| Authors | Majida Mehana (0009-0005-5544-9117, University of New England, corresponding author), Somayeh Ba Akhlagh (0000-0002-2352-7193, University of New England), Marianne Knaus (0000-0001-8869-9415, University of New England) |
| Year | 2026 |
| Volume | 38 |
| Issue | 2 |
| Pages | 375-391 |
| Publication date | 2026-04-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1177/11356405261438939 |
| OpenAlex | W7155061755 |
| Language | ES |
| References cited | 19 |
The Home Interaction Program for Parents and Youngsters (HIPPY) is a home-based program that supports the learning and development of children and families. This project was part of a larger study that examined the parental involvement of Ezidi refugees in the HIPPY program to improve outcomes for the families and their children in a regional area of Australia and was informed by Vygotsky’s cultural-historical theory. The families received home visits as part of the HIPPY program to implement activities with the parent and the child. It was observed that some families had low involvement with the program due to their limited English proficiency. The researchers developed online cultural resources in the Ezidi oral language and English in consultation with parents and with the assistance of the University Media Team. This paper reports on those cultural resources designed to engage families in their children’s transition to school and to give children the opportunity to maintain their home language. The findings indicated that the resources supported familyochild collaboration, extended children’s educational experiences, and helped preserve native language
Cultural diversity · Culturally appropriate · Educational resources · Language barrier · Program Design Language · Program evaluation · Refugee · Education and experiences of immigrants and refugees · Indigenous Cultures and Socio-Education · Parental Involvement in Education
Parental language input patterns and children's bilingual use
Translanguaging practices in infant rooms
Bilingual children outperform monolingual children on executive function tasks far more often than chance
Heritage language maintenance and identity among the second-generation Chinese-Australian children
Observing and assessing young children’s digital play in the early years
Transition to formal schooling
Funds of knowledge for teaching
| Highly cited | No |
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