Description:
Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric. (author abstract)
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