Preschool practitioners’and immigrant parents’beliefs about academics and play in the early childhood educational curriculum in five countries

Abstract

Children Crossing Borders is a comparative study of how early childhood education and care programs in England, France, Germany, Italy, and the US are approaching the task of working with children of recent immigrants and of areas of agreement and disagreement in beliefs about what should happen in preschool of recent immigrant parents of young children and their children’s teachers. The method used in the study is a version of video-cued ethnographic interviewing, in which preschool parents and practitioners were shown 20-minute videos of days in preschools in their own and other countries and asked for their reactions and evaluations. This paper focuses on how immigrant parents and preschool practitioners talk about the ideal balance of academic preparation and play in the curriculum. A key finding is that immigrant parents tend to favor greater emphasis on academic instruction than do their children’s teachers, except in France, where teachers as well as parents see preschool as a place for academics rather than for play. Our analysis suggests that reasons for immigrant parents’ preference for a greater academic emphasis include past experience with education in their host country; pragmatic concerns about their children’s vulnerability to failing in school; and ideological beliefs about curriculum and pedagogy that are tied to a larger social conservatism as well as to social class.