Teaching the Immigrant Child: Application of Child Development Theories

被引：9

作者：

Onchwari, Grace ^{[1
]}

Onchwari, Jacqueline Ariri ^{[2
]}

Keengwe, Jared ^{[1
]}

机构：

[1] Univ North Dakota, Dept Teaching & Learning, Grand Forks, ND 58202 USA

[2] Univ Minnesota, Dept Educ, 1211 Ordean Court,120 Montague Hall, Duluth, MN 55812 USA

来源：

EARLY CHILDHOOD EDUCATION JOURNAL | 2008年 / 36卷 / 03期

关键词：

Theories of child development; Immigrant children; Diversity; Young children; Classroom practice; English language learners;

D O I：

10.1007/s10643-008-0269-9

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed. Some suggestions for practice are also provided.

引用

页码：267 / 273

页数：7

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