Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F22%3A00134827" target="_blank" >RIV/00216224:14410/22:00134827 - isvavai.cz</a>

Výsledek na webu

<a href="https://econtent.hogrefe.com/doi/epdf/10.1026/2191-9186/a000551" target="_blank" >https://econtent.hogrefe.com/doi/epdf/10.1026/2191-9186/a000551</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1026/2191-9186/a000551" target="_blank" >10.1026/2191-9186/a000551</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts

Popis výsledku v původním jazyce

A linguistic and cultural discontinuity between home and school can create tensions, affect family engagement with schools and teachers, and interfere with children's learning. Parent- and family-focused interventions for families with young children can play an important role in positively addressing diversity. This study brings together the work done to develop and test ICT-facilitated interventions for parents and professionals working with families from culturally and linguistically diverse contexts in four European countries: the Czech Republic. UK, Germany, and Italy. Across all contexts, the focus of the interventions lay on families managing and making the best use of the cultural and language resources present in their lives in supporting child development, learning, and transition to school. This paper provides a narrative account of participants' engagement with resources and digital tools, and their reflections on their experiences during implementation and their learning.

Název v anglickém jazyce

Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts

Popis výsledku anglicky

A linguistic and cultural discontinuity between home and school can create tensions, affect family engagement with schools and teachers, and interfere with children's learning. Parent- and family-focused interventions for families with young children can play an important role in positively addressing diversity. This study brings together the work done to develop and test ICT-facilitated interventions for parents and professionals working with families from culturally and linguistically diverse contexts in four European countries: the Czech Republic. UK, Germany, and Italy. Across all contexts, the focus of the interventions lay on families managing and making the best use of the cultural and language resources present in their lives in supporting child development, learning, and transition to school. This paper provides a narrative account of participants' engagement with resources and digital tools, and their reflections on their experiences during implementation and their learning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

FRUHE BILDUNG

ISSN

2191-9186

e-ISSN

2191-9194

Svazek periodika

11

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

8

Strana od-do

29-36

Kód UT WoS článku

000754758400005

EID výsledku v databázi Scopus

—