1. Centre for Research in Early Childhood http://www.//crec.co.uk Children Crossing Borders: Enhancing the Inclusion of Children of Immigrants in Early Childhood Settings http://www.childrencrossingborders.org/ Prof Tony Bertram DrTonyBertram@crec.co.uk & Prof Chris Pascal DrChrisPascal@crec.co.uk

2. Children Crossing Borders A cross-country study (England, France, Germany, Italy & USA) aiming to access the perceptions of parents, practitioners and children in intercultural settings at the time of transition from home to school. What kinds of ‘Borders’……………………..?

3. Crossing Borders The border between The border between home & school home & school Geographical borders Geographical borders Linguistic borders Linguistic borders Cultural borders Cultural borders Religious borders Religious borders Ethnic borders Ethnic borders Psychological borders Psychological borders The border between my friends and yours The border between my friends and yours Sociological borders Sociological borders The borders between opposing sets of normative behaviour and value systems, mine and others The borders between opposing sets of normative behaviour and value systems, mine and others Generational borders Generational borders

4. Centre for Research in Early Childhood http://www.//crec.co.uk Presentation in four parts 1. Aims of Project 2. Methodology 3. Identifying theoretical perspectives 4. Viewing the stimulus video 5. Beginning a dialogue!

5. Centre for Research in Early Childhood http://www.//crec.co.uk Aims of Project To give voice to hopes, beliefs and concerns of ‘immigrant’ parents about the education and care of their young children To give voice to hopes, beliefs and concerns of ‘immigrant’ parents about the education and care of their young children To identify and explicate models in 5 countries of working with children of ‘immigrants’ to share experiences and approaches To identify and explicate models in 5 countries of working with children of ‘immigrants’ to share experiences and approaches To influence policy and practice and improve the quality of ECEC practice and policy towards these young children To influence policy and practice and improve the quality of ECEC practice and policy towards these young children

6. Centre for Research in Early Childhood http://www.//crec.co.uk Aims of Project To model for parents and staff a process of engaging in dialogue with children, parents and practitioners about provision for young children To model for parents and staff a process of engaging in dialogue with children, parents and practitioners about provision for young children To strengthen understandings between parents and practitioners and build greater articulation between home and school To strengthen understandings between parents and practitioners and build greater articulation between home and school To help young children negotiate the differences in the contexts of home and school To help young children negotiate the differences in the contexts of home and school To produce a range of professional development materials to enhance inclusion in ECEC settings. To produce a range of professional development materials to enhance inclusion in ECEC settings.

7. Centre for Research in Early Childhood http://www.//crec.co.uk Methodology Project methodology is mirrored in 5 countries: England, France, Germany, Italy, USA Project methodology is mirrored in 5 countries: England, France, Germany, Italy, USA Production of 20 minute video of a ‘day in the life of a nursery’ shown to differing groups Production of 20 minute video of a ‘day in the life of a nursery’ shown to differing groups Interview groups with children, parents, practitioners, experts and others in settings & watch video to stimulate a multi-vocal conversation between a diverse group of stakeholders. Interview groups with children, parents, practitioners, experts and others in settings & watch video to stimulate a multi-vocal conversation between a diverse group of stakeholders. Their conversation is filmed and transcribed. Their conversation is filmed and transcribed.

8. Locations: Migrant Heritage Birmingham, England: Afghani & Pathan Birmingham, England: Afghani & Pathan Paris, France: Algerian Paris, France: Algerian Berlin, Germany: Turkish Berlin, Germany: Turkish Milan, Italy: Filipino & Arabian Milan, Italy: Filipino & Arabian Phoenix, USA: Mexican Phoenix, USA: Mexican

9. Centre for Research in Early Childhood http://www.//crec.co.uk Connect only connect….

10. Film Making in Action!

11. Centre for Research in Early Childhood http://www.//crec.co.uk Video Viewing Footage agreed with film participants for sharing with others Footage agreed with film participants for sharing with others Each country tape is viewed by groups of parents and practitioners with an open but framed dialogue Each country tape is viewed by groups of parents and practitioners with an open but framed dialogue Open interpretation of the video by viewers is encouraged Open interpretation of the video by viewers is encouraged Video viewing protocols are agreed Video viewing protocols are agreed Dialogue is recorded and analysed Dialogue is recorded and analysed How far is this setting similar/different to one you know? How far is this setting similar/different to one you know?

12. Centre for Research in Early Childhood http://www.//crec.co.uk Methodology Interviews across cities/areas in England which are filmed and transcribed Interviews across cities/areas in England which are filmed and transcribed English video is viewed in 2 other countries (Italy and US) and dialogue is filmed and transcribed English video is viewed in 2 other countries (Italy and US) and dialogue is filmed and transcribed All transcribed interviews are analysed using a set of agreed theoretical concepts. All transcribed interviews are analysed using a set of agreed theoretical concepts. Production of a range of dissemination materials, including training packs, videos, book, articles, conferences. Production of a range of dissemination materials, including training packs, videos, book, articles, conferences.

13. Centre for Research in Early Childhood http://www.//crec.co.uk Project Outputs Training package Training package Set of digitised video footage Set of digitised video footage Archive of video material Archive of video material Series of professional and scholarly articles Series of professional and scholarly articles Major book Major book Notated, interactive DVD Notated, interactive DVD National and international dissemination strategy National and international dissemination strategy

14. Centre for Research in Early Childhood http://www.//crec.co.uk Some Theoretical Concepts Critiques of multiculturalism (Tayler, Waltzer) and interculturalism (Engstrom, Cole) Critiques of multiculturalism (Tayler, Waltzer) and interculturalism (Engstrom, Cole) Enculturation, cultural evolution Enculturation, cultural evolution Cultural capital/habitas (Bourdieu) Cultural capital/habitas (Bourdieu) Political pedagogy (Freire, Malaguzzi) Political pedagogy (Freire, Malaguzzi) Identity theory and hybridity (Garcia, Ashcroft) Identity theory and hybridity (Garcia, Ashcroft) Diasporics (Bhabha) Diasporics (Bhabha) Rites of passage/transition theory (van Gennup, Fthenakis) Rites of passage/transition theory (van Gennup, Fthenakis)

15. Centre for Research in Early Childhood http://www.//crec.co.uk Reflective Questions for Dialogue Watch the 3 short international clips: What surprised you in each clip? What surprised you in each clip? What similarities in pedagogical approach did you see? What similarities in pedagogical approach did you see? What differences in pedagogical approach did you see? What differences in pedagogical approach did you see? Which context did you most prefer and why? Which context did you most prefer and why? Which did you least prefer and why? Which did you least prefer and why? How might practice be developed to ensure more intercultural connection? How might practice be developed to ensure more intercultural connection?