教师和家长参与为本地和移民儿童提供良好的学校体验

IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Educational Cultural and Psychological Studies Pub Date : 2017-06-19 DOI:10.7358/ECPS-2017-015-PIRC
S. Pirchio, Y. Passiatore, G. Carrus, F. Maricchiolo, T. Taeschner, F. Arcidiacono
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引用次数: 26

摘要

在过去的二十年里,移民儿童在意大利学前班和小学的人数不断增加和稳定,这使得对教师、父母和儿童的态度和行为的研究变得越来越重要。众所周知,态度和行为可以强烈地影响来自本地和移民家庭的儿童的学校经历(关系和成就)。几项国际研究和调查表明,移民家庭的孩子更有可能在获得文凭或专业资格之前辍学(Anisef et al., 2010;Brunello & Rocco, 2012;De Witte et al., 2013)。其原因在于他们的社会人口状况、他们对东道国语言的了解不足以及移民教育政策的不足。此外,移民儿童和原居住儿童在同一所学校的共存造成了不断的跨文化和种族间的接触,因此需要根据移民儿童的社会融合来处理偏见的发展。摘要本研究旨在探讨移民家庭与移民家庭中父母的人格、教育方式与偏见对移民儿童社会融合的影响。结果表明,这些父母特征之间存在着重要的关系,同时也存在着本地家庭与移民家庭之间的差异。这些发现有助于实施适当的干预方案,支持移民儿童融入学校。
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Teachers and Parents Involvement for a Good School Experience of Native and Immigrant Children
The increased and stable presence of immigrant children in preschools and in primary schools in Italy in the last twenty years, makes more and more important the study of the attitudes and behaviours in teachers, parents and children. As it is known, attitudes and behaviours can strongly influence school experience (relationships and achievements) of children from native as well as from immigrant families. Several international studies and surveys showed that children from immigrant families are more likely to drop out from school much before getting a diploma or a professional qualification (Anisef et al., 2010; Brunello & Rocco, 2012; De Witte et al., 2013). The reason for it can be found in their socio-demographic conditions, their insufficient knowledge of the host country language and the inadequacy of educational policies for immigrants. Furthermore, the co-existence in the same school of immigrant children and autochthone children creating a constant intercultural and interethnic contact puts forward the need to handle prejudice development, in view of the social integration of the immigrant children. In this paper we present a study exploring the relationship between personality, educational style and prejudice of parents in native and in immigrant families regarding immigrant children’s social integration. Results show important relations among these parents’ characteristics, together with differences between native and immigrant families. These findings could provide a contribution in implementing adequate intervention programmes supporting the school integration of immigrant children.
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