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Supporting Latinx Immigrant Children and Families in the Transition to Elementary School

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  • Author(s): Natalia Palacios (ORCID Natalia Palacios (ORCID 0000-0002-9755-8654); Judy Paulick
  • Language:
    English
  • Source:
    Child Development Perspectives. 2024 18(3):155-162.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Elementary Education
    • Subject Terms:
      Hispanic American Students; School Readiness; Elementary School Students; Student Needs; Family School Relationship; Student Adjustment; Parent Child Relationship; Barriers; Immigrants; Parent Participation; Child Development
    • Accession Number:
      10.1111/cdep.12512
    • ISSN:
      1750-8592
      1750-8606
    • Abstract:
      Current approaches to supporting students in the transition to elementary school fail to meet the needs of Latinx immigrant children and their families in the United States. Typical approaches place the responsibility on families to help their children adapt to the expectations of their teacher, classroom, and school without recognizing the specific barriers to participation faced by Latinx immigrant parents. In this article, we describe these barriers and consider the ways community-based practice can support and prioritize co-constructed partnerships among teachers, schools, parents, and communities.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1433422