MIGRATION AT SCHOOLS: MAKING EDUCATION OF PRESCHOOL CHILDREN FLEXIBLE THROUGH DYNAMIC ASSESSMENT

TitleMIGRATION AT SCHOOLS: MAKING EDUCATION OF PRESCHOOL CHILDREN FLEXIBLE THROUGH DYNAMIC ASSESSMENT
Publication TypeJournal Article
Year of Publication2012
AuthorsCalero, MD, Mata, S
JournalProblems of Education in the 21st Century
Volume49
Start Page6-14
Date PublishedDecember/2012
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1023811
Keywordscognitive function, language proficiency, learning potential, multicultural education
Abstract

Migration processes are part of the globalized world in which we live. Although much of the migration experience is enriching for both the immigrant and the receiving environment, its difficulties remain. One area where difficulties are visible is the educational environment. Education policies, typically based on structured curricula, are not adapted to the peculiarities of immigrant children, who often produce lower academic outcomes. The main trouble with this situation is that performance and social problems do not appear until the child has spent several years at school. Dynamic assessment methodology has come to light as an alternative for immigrant children, making it possible to distinguish their poor academic performance from their learning potential. This study presents the line of research we have pursued in southern Spain with preschool immigrants from diverse cultural and linguistic backgrounds. Data shows that preschool students’ learning potential is independent of their cultural background. This study also discusses the advantages of including dynamic assessment in a multicultural educational context.
Key words: learning potential, multicultural education, language proficiency, childhood, cognitive function.

URLhttp://oaji.net/articles/2014/457-1419344935.pdf
DOI10.33225/pec/12.49.06
Refereed DesignationRefereed
Full Text