By Paul Vedder
What's the kingdom of multicultural schooling in baby care centres in Western ecu international locations, and what should still multicultural schooling in those centres seem like are questions addressed during this ebook. Answering those questions is critical for the advance of the standard of schooling in baby care centres. the location within the Netherlands used to be taken because the major case. occasions in 8 different Western eu countires (England, Scotland, Denmark, Sweden, Germany, Belgium, France and Spain) have been studied besides.
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Extra info for Multicultural Child Care (Bilingual Education and Bilingualism)
Sample text
The biggest difference between Dutch and immigrant parents appears during parent meetings. All centres organise these meetings, and forty centres (50%) experience less participation from immigrant parents during such parent meetings. We were also interested in the reported participation of immigrant parents on the centre's board or in a parents' committee. Evidently, ten centres had no board or parents' committee. Twenty-three centres (29%) had a board, but without parents participating on this board.
Special attention is < previous page page_36 next page > < previous page page_37 next page > Page 37 sometimes paid to immigrant children's language development and play. Preparation for the primary school is deemed an unimportant goal. The staff argued that any centre offering good child care gives children a good primary school preparation. Unfortunately, we did not observe a variety of different activities, because the weather was beautiful and the children went outside to play. The use of the home language is seen as important for the children's self-esteem, and for their overall language competence.
She visited the parents to explain the importance of a playgroup, and that it was not meant to function as a kind of Islamic school. She already knew a lot of mothers because she had worked with them on a home intervention programme. With regard to the staff, the immigrant caregivers were seen as an information source as regards other cultures (Centre A). Centre A, moreover, was the only centre with special facilities for immigrant caregivers. Once a month, one morning they were free from other duties to speak to each other about their cultures, the way they themselves were educated, and how this might affect their activities and relationships in the centre.