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

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.