Foreign Children Research Articles

Opinions of Resident Foreign Parents Living in Antalya on The Turkish Learning Process

The aim of this study is to examine the views of parents on foreign children's language, school adjustment and social skills by considering the level of certain different skills in the educational environment of foreign children included in the education system. In the research, the qualitative research method depending on the situation pattern was used and the opinions of the parents of 20 foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. The parents of 20 students studying at primary and secondary schools in the city of Antalya were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, the parents stated that the most important factor that negatively affects the language, school adaptation and social skills of foreign students is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

FOREIGN PUBLISHING EFFECT AND INTEGRABILITY OF INTANGIBLE CULTURE HERITAGE INTO CHILDREN’S BOOKS

The products of foreign children’s book publishing houses are often translated into Turkish and published by Turkish publishing houses mostly causing the foreign cultural elements reflected to an extent in these prints’ contexts. Thus, the writing style and physical qualities of storybooks in Turkish used for mother tongue, foreign language, and second language instruction should keep up with its counterparts more effectively. The study aims to provide a glance at American/English children’s book and their availability in Turkish publishing companies focusing on the integrability of Intangible Cultural Heritage elements with children’s books, especially for young learners learning Turkish as a second or foreign language. Intangible Cultural Heritage (with its Turkish abbreviation SOKÜM) by UNESCO is defined as practices, representations, expressions, knowledge, skills, and related tools, materials, and cultural spaces that communities, groups, and in some cases, individuals define as part of their cultural heritage and they constitute a crucial dimension of cultural transfer. The cultural transfer is one of the important functions of language and is also an effective tool in language instruction. However, there are very few studies in the literature that points to the link between intangible cultural heritage and language teaching. Apart from its instruction as L1, with the enlargement and growing years of Teaching Turkish as a foreign language various teaching sets, materials, and theses have been created and versatility amplified in the instructive processes. So far, especially the lack of reading materials as well as the lack of elements directly promoting Turkish culture is striking. Mostly the cultural elements embedded in Turkish teaching sets, and in detail, the cultural objects included are limited. But these elements are crucial for the representation and promotion of Turkish culture to foreign or bilingual Turkish youngsters. Among all these versatility and richness in options, deciding just how effective a children’s book can be in children’s language learning doesn’t only depend on looking at the so-called “recto and verso” of the book in question. In the present day, foreign cultures (especially lingua franca) and the language in social media are very effective in deciding which book to include in the extensive reading sessions but the lack of appropriate readers designed and prepared according to Turkish culture is strongly felt for foreign/bilingual young children learning Turkish as a foreign/second language. Depending on the necessary qualities of learners of Turkish as the target language, the study presents some possible contexts and physically probable children’s book forms for the audience in question.

Globalization, foreign direct investment, and child mortality: A cross-national analysis of less-developed countries, 1990–2019

Social scientists have long debated the impacts of foreign investment for developing countries. However, the relationship between foreign investment and child mortality is still heavily contested among comparative international social scientists despite decades of research. I bring new cross-national evidence to bear on this contested debate, where the competing arguments of neoclassical economic theory and foreign investment dependency theory are evaluated using fixed effects, dynamic, and two-stage least squares panel regression models. I find that inward foreign direct investment stock exerts a beneficial effect on child mortality in less-developed countries, net of relevant statistical controls. These results are also robust to a variety of regression diagnostics and alternative choices of econometric specification. These findings contribute to a growing body of literature finding that traditional sociological measures of foreign direct investment—in some cases—generate beneficial effects in less-developed countries.

Evaluations of Class Teachers on Language, School Adaptation and Other Social Skills of Foreign National Children

Considering it is important to what level foreign children who are included in the education system have some different skills in the educational environment, it is aimed to examine the opinions of teachers about the language, school adaptation and social skills of foreign children. In the research, qualitative research method depending on the situation pattern was used and the opinions of 20 classroom teachers on various skills of foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. 20 classroom teachers working in primary schools in Antalya province were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, most of the teachers stated that they saw themselves as inadequate in developing the social skills of foreign students. For this reason, it is recommended that all teachers be given in-service training on improving the social skills of foreign students. Teachers stated that they felt alone in the process of developing social skills of foreign students and that they did not know enough what to do. For this reason, it has been found important to provide the support of various institutions, organizations and individuals to teachers in this process. Teachers stated that the most important factor that negatively affects foreign students’ language, school adaptation and social skills is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

Political Socialization of Soviet Schoolchildren as Part of Children's Public Diplomacy: International Visits

The article describes the concept of political socialization of Soviet schoolchildren based on children's public diplomacy in 1982–1986. The authors concentrated on the international visits made by Samantha Smith and Yekaterina Lychyova. The research did not involve other factors of political socialization, e.g., weekly political information, fundraising events for the starving children of Africa and Nicaragua, foreign pen-palls, etc. These international visits provided valuable practical experience of interaction between Soviet and foreign children. Children's diplomacy is a relatively new phenomenon for Russian historiography, and the authors attempted to define its theoretical and symbolic meaning. The ideology-affected political socialization transformed children's everyday life, depriving it of the freedom of choice and opportunities. The analysis of children's diplomacy with its potential opportunities and shortcomings made it possible to determine the bottlenecks of political socialization. It revealed the tension between the public and private dimensions of international politics and actualized the factor of transnational activity in the development of bilateral Soviet-American relations. The research relied on the personal experience of those children, their memories, memoirs of their contemporaries, media publications, etc. The project of children's diplomacy failed because it deviated from its original scenario. Every time the process was out of direct control of political elites, children’s psychology and behavior interfered with the plan.

Childcare in Italy among migrants and natives: who uses which type and why?

The Italian welfare state is characterised by a preference for income transfers over transfers in kind and the marginal role of policies aimed directly at supporting the family. Despite the growing participation of women in the labour market, the Italian welfare system still assumes the family, with its unbalanced gender division of housework and its intergenerational solidarity, to be the primary provider of protection and support. As a result, in Italy in 2019 only 26.9% of children under 3 years of age were enrolled in formal childcare, which is below the European average. In this context, births from at least one foreign parent had increased over time, and foreign national children accounted for 14.0% of all children aged 0–3 in 2019. Despite this, migrants are still seen as ‘suppliers’ rather than citizens who, as parents, are potential consumers of childcare services. Aspects related to the use of childcare by migrants and differences compared to natives in Italy are currently understudied. We use the 2012 Birth Sample Survey by the Italian National Institute of Statistics to fill this gap. Mothers were interviewed about 18–21 months after having given birth: information on sociodemographic characteristics of both parents was collected, including their use of childcare services, their reasons for not using them, their unmet need for childcare services, and the lack of access to the job market due to care work. Our study aims to understand childcare patterns among migrants and the differences between them and those of the native-born population. We found that Italian mothers use informal care more than migrants. Unlike the evidence from other international studies, our results show that migrant mothers use daycare for children aged 0–3 more than native-born mothers. However, we found that the migrants who had arrived as children show patterns more similar to natives. This finding might be associated with a better knowledge of the system and a more extensive network (including grandparents) in Italy. Similarly, we found that migrant mothers who co-parent with an Italian father use more informal care and experience lower logistical barriers to accessing daycare. In addition, we observed that obstacles to children’s enrolment resulting in an unmet need for daycare are also related to migrant background.

An Action Research on Strengthening the Communication Skills of Foreign Children in the Context of Culturally Sensitive Education

This study aims to strengthen the communication skills of foreign children within the scope of multicultural education, improve their language skills with the support of their peers, and support the adaptation process to school. In an independent kindergarten affiliated with the Ministry of National Education in Gaziantep, the study involved 22 Turkish, two foreign-born children, and the parents of those children. One of the qualitative research techniques used in the study was action research. The research's data collection methods included the sociometry scale, observation notes, home visits, family interviews, checklists, and document reviews. The process was cycled through until the achievements and indicators determined in the checklist were attained after the two-week observation period. Then the researchers developed an action plan. Achieving target achievements and indicators was completed by implementing a five-week action plan. At the end of the process, while the importance of a positive classroom climate, teacher support, and home visits were revealed, it was concluded that peer support significantly affected communication and language skills. In addition, the reflections of working in cooperation with the family were seen.

Assessments of foreign language-speaking children’s well-being in Finland: a frame analysis of child welfare and family service supervisors’ accounts

ABSTRACT This article examines accounts given by child welfare and family service supervisors about the assessment of foreign language–speaking children’s well-being following the receipt of a child protection notification or other referral. The data in this study consist of 17 interviews with supervisors across Finland conducted in 2021 and 2022. Using frame analysis, we identified four frames that represent multiple ways of describing assessment work with foreign language–speaking families. First, we identified and named three frames that emphasize special features of this work, which were language, culture and integration. In addition, we identified and named a universality frame, within which supervisors brought up general features of child welfare and assessment. Within this frame, interview participants expressed that, despite many differences, assessment practices are similar for everyone. Using different frames, the supervisors described their job from various perspectives and reflected upon the practical issues they face during the assessment process.

Embodied by state borders: citizenship negotiations of children in Chinese–foreign families in the People’s Republic of China

ABSTRACT The citizenship of Chinese–foreign children who have been brought up in China is an area of increasing political relevance because of their growing numbers and public visibility, as well as the high status accorded to children in the political agenda of the Communist Party, and wider debates on Chinese citizenship, identity and belonging. In this article we examine how decisions about children’s citizenship are made across national and generational divides in different family contexts in China, namely in Chinese–Vietnamese, Chinese–Russian, Chinese-Ukrainian, and Chinese–Cameroonian families. We tease out contestations between foreign and Chinese parents and grandparents and discuss how gender, socioeconomic, and racial dimensions affect children's citizenship negotiations in these multigenerational households. We argue that the bodies of the Chinese-foreign children occupy a prominent place in the territorialising practices of Chinese citizenship that are shaped by gendered, racial, and socioeconomic inequalities.

Cooperation Between Teachers and Parents of Foreign Students

Recent years have contributed to the creation of many publications about the important role of parents in the education process and their cooperation with the school for fuller and more comprehensive development of the child. The role of parents, although not explicit, is increasingly appreciated by teachers and pedagogues in the process of adapting and building a satisfactory educational path for children and adolescents. Today, however, as a result of migratory movements of the population, the school is facing a new challenge: work in a culturally diverse environment. One of the issue is including foreign students and their parents in the school community. In the face of the constantly increasing number of foreign pupils in Polish schools, it is extremely important to know to what extent the Polish education system supports the dialogue and partnership between teachers and parents of foreign children. The essence of this paper is the presentation of the results of pilot studies conducted by the author in the Warsaw school environment. The aim of the research is to get to know the scope of cooperation and communication between teachers and parents of foreign students in Warsaw schools. The research was based on a cooperation model by Joyce L. Epstein (2010, 2019), referring to: parenting, communication, volunteering, learning at home, decision making and collaboration with the community. The presented research has the character of a diagnostic survey and it is an attempt to answer the following research questions: How does communication with parents of foreign students work? How teachers assess the parents' attitude in terms of: parenting, volunteering, learning at home, decision making, collaborating with the community?

Foreigner child in Polish primary school. Case study

The aim of the research was to examine the functioning of foreign child in Polish primary school, with some particular focus on the experienced difficulties and the possible forms of help in the process of dealing with various adaptation problems. The research used the method of individual cases. The subject of the study was a 13-year-old Olena, who at the age of 9, came to Poland with her mother. The results of the study show that the girl in the new educational environment had to face many challenges, which included, above all, the need to acquire the ability to use the language of the country of emigration and establish relationships with Polish peers. The teaching staff of the institution that she attended undertook several measures to help her find herself in an unknown socio-cultural environment. Noteworthy is primarily the preparation of classmates for the presence of a foreign student, the individualization of teaching and the possibility of participating in various additional activities. Unfortunately, the school lacked several important elements, e.g., no reliable diagnosis of Olenas situation was made and no welcome package was prepared for her.

Suffer the Little Children: Child Migration and the Geopolitics of Compassion in the United States. By Anita Casavantes Bradford

Immigration historians have examined individual case studies of child migration to the United States (Operations Peter Pan and Babylift, for example), but absent in the scholarship is a broader and more comparative treatment that discusses the change in policies over time. Anita Casavantes Bradford Suffer the Little Children provides this long overdue historical analysis. In seven chapters, the author offers a detailed history of the child humanitarian “parolees,” refugees, and asylees who gained admission to the United States despite the many legal barriers of the twentieth and twenty-first centuries. This chronological sweep offers the reader a sense of the diversity and complexity of children’s experiences of displacement and resettlement. According to Casavantes Bradford, child migration policies in the United States evolved over time from a series of “ad hoc, voluntary agency-directed child-saving schemes targeting specific groups of endangered foreign children” (like the Hungarians, the Cubans, and the Vietnamese) into a more conceptualized set of federal laws, policies and programs regulating the treatment of unaccompanied minors (p. 3). She argues that U.S. diplomatic and foreign relations—or what she calls the “geopolitics of compassion”—were as important as humanitarianism in shaping immigration policies (p. 3). This is not a novel conclusion—scholars of refugee history have argued this before—but the reader sees more clearly the consequences of these foreign policy agendas on displaced minors. In addition to examining the international and domestic concerns that shaped U.S. policies toward unaccompanied minors, the author discusses the governmental and nongovernmental actors who advocated on children’s behalf and the emerging notions of children’s rights in U.S. society that contributed to the often heated debates on policy. We learn who was prioritized for entry in a country with a well-honed “architecture of exclusion”—and why (p. 4).

Foreign Direct Investment and child health outcomes in Africa

Foreign Direct Investment and child health outcomes in Africa

Impact of COVID-19 Pandemic on Mental Health of Children

The effect of the COVID-19 pandemic on children's mental health was analysed. Mental health of 30 normal children aged below 15 years, is assessed by Problem Behavior checklist (PBCL-VD) which was developed by Vimala Veeraraghavan & Archana Dogra. Mean age of participants was 12.57 yrs. The PBCL-VD is a tool for evaluating children's mental health. The importance of the COVID-19 outbreak on the student’s mental health in Kerala was researched in this pilot study. Normal children below 15 years were used in this ex-post facto research. For this research, 30 samples, out of which 15 were from boys and girls, was studying at English medium High School in Kerala. Globally there was a lot of study has been done to assess the mental health of foreign children who are impacted due to COVID-19 pandemic. It has been observed that out of 30 samples, 11 school children show extremely low problem behavior, 07 school children show low problem behavior, 01 school child shows below average problem behavior, 05 school children show average/moderate problem behavior, 03 school children show above average problem behavior and 03 school children highly show problem behavior.

Proposal of a Simplified Tool for Early Acoustics Design Stage of Classrooms in Compliance with Speech Intelligibility Thresholds

The speech intelligibility properties of classrooms greatly influence the learning process of students. Proper acoustics can promote the inclusion of foreign students and children with learning or hearing impairments. While awareness of the topic is increasing, there is still no parameter that can describe all aspects of speech transmission inside a room. This complicates the design of classrooms and requires designers to have extensive knowledge of theory and experience. In the scientific and technical literature, there is a lack of predictive tools, easy to use by designers, which can guide the choices in the early design stages in order to move towards technical solutions able to ensure adequate levels of speech intelligibility. For this reason, in this paper, the most relevant speech intelligibility parameters found in the literature were collected and discussed. Among these, the Clarity index and Speech Transmission Index were singled out as the most effective ones, whose prediction can be made with relatively simple methods. They were then analyzed through their prediction formulas, and a tool was proposed to allow an easy estimation of the minimum total equivalent sound absorption area needed in a classroom. This tool greatly simplifies the early acoustics design stage, allowing the intelligibility of speech within a classroom to be increased without requiring much theoretical effort on the part of the designers.

A Study of Children's Reading Services in China - Taking Foreign Children's Literature as an Example

A Study of Children's Reading Services in China - Taking Foreign Children's Literature as an Example

Tendency to Syntagmatic Expansion of the Generating Base in Bilingual Children

The difference between children’s innovations and the occasionalism of artistic and adult everyday speech lies, first of all, in their “simultaneity”, close connection with the objective situation and the child’s specific activity. While working in German schools, we often observed that children from Azerbaijani migrant families also tend to use regular and ordinary types of word – and form formation instead of irregular and rarer ones. Foreign children’s illiterate use of word forms testifies, first of all, to the meta-communicative and stylistic competence of the younger schoolchild that is being formed on their part. Indeed, the generalisation of grammatical form is not alien to the modern German language. The use of these kinds of words in the speech of foreign children is mainly because, at their young age, they cannot correctly identify individual word-building elements with the help of which one word or another is formed. With all the striving of foreign-speaking children to streamline the language system in some way convenient for them, to make it “correct”, they themselves cannot avoid paradoxes.

A Review of Research on Translation of Children’s Literature

In the past decades of translation studies, the research results of foreign children’s literature translation have been remarkable, but the domestic children’s literature translation research is less. By outlining and summarizing the research on children’s literature translation, this article analyzes the development status and shortcomings of domestic research on children’s literature translation in China, hoping to promote the progress of children’s literature translation in China.

중도입국ㆍ외국인가정 청소년 한국어교육에 관한 학부모의 경험 분석

This study aims to analyze children’s education experience of parents of immigrant youth and foreign family children, and seek ways to children’s improved access to public education. As the number of multicultural students is steadily rising, and the number of Korean language classes in the multicultural education support plan of the Ministry of Education is increasing, it is necessary and meaningful to shed light on education for them and present ways of improvement of the Korean language public education policy. Based on interviews with parents of immigrant youth and foreign family children about emotional stability, study, communication, Korean language education, sociocultural adaptation, and self-management, unlike existing studies, opinions about difficulties that parents can perceive through children’s actual experience, how they can cope with such difficulties, and improvements were categorized and analyzed with a focus on three problems. Based on this, ways of improving Korean language education policy in public education were suggested.

이주배경 아동․청소년 대상 한국어교육 정책사례 연구

The significance of educational policy and Korean language education increases due to the rising number of immigrants. Since the 1990s, the Korean government has been embarking on the national policy of encouraging overseas people to immigrate to Korea via marriage or employment. This national policy brings many immigrants, for which Korea becomes a multicultural country. Because the residence of the immigrant has been prolonged, the necessity of education programs for children of resident foreigners has been discussed. Scholars and policy makers in the field of Korean language education established academic theories, enacted related laws, and promoted policies within a short period of time. Each department has its own position to operate various programs for overcoming limitations which were found during the process of promoting diversiform policy operations. In order to offer the right to education to the immigrant juvenile, the Ministry of Justice and the Ministry of Education cooperate to revise the bill for sequentially removing obstacles of entry into public education for immigrant students. The rapid establishment of a social and legal system to support Korean language learning becomes important because adapting to a society and culture depends on linguistic competence; therefore, the standardized educational systems at the national level are required. Improving laws related to multicultural education, strengthening the role and function of the Central Multicultural Education Support Center as a control tower, activating a diagnosis-correction system in the process of Korean language learning, and cooperating with ministries to realize the ultimate goal of social integration are proposed to implement the ideal educational systems for the immigrant students.