DC FieldValueLanguage
dc.contributor.authorPetrogiannis, Konstantinos-
dc.contributor.authorTsokalidou, Roula-
dc.contributor.authorTsioumis, Konstantinos-
dc.contributor.authorGkaintartzi, Anastasia-
dc.contributor.authorKompiadou, Evi-
dc.date.accessioned2024-02-21T07:38:47Z-
dc.date.available2024-02-21T07:38:47Z-
dc.date.issued2020-03-01-
dc.identifierscopus-85084405968-
dc.identifier.issn16942116-
dc.identifier.other85084405968-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1052-
dc.description.abstractThis article presents a case study, conducted in the Greek educational context, as part of the European collaborative project, called "ISOTIS", funded by the European Union, including 17 partners and 11 countries. The main aim of the case study was the support of students' first languages and cultures through home-based and classroom-based activities, family involvement and the professionalization of teachers using ICT environments in early childhood education. In this paper, we particularly focus on aspects of home-school partnership, as promoted through the support of children's heritage languages and cultures, drawing from the perspectives of the parents, teachers, and professionals, who participated in qualitative, semi-structured interviews and focus groups. The research findings show that home-school partnership was fostered through the inclusion and support of the children's languages and cultures, the affirmation of their identities and the empowerment of their 'voices' and capitals. Last, they highlight that family involvement has a multiple impact not only for bi/multilingual families and their children, but also for teachers and all parts involved, shown to be benefited in a multidimensional way.en_US
dc.language.isoenen_US
dc.publisherSociety for Research and Knowledge Managementen_US
dc.relation.ispartofInternational Journal of Learning, Teaching and Educational Researchen_US
dc.subjectEarly childhood educationen_US
dc.subjectISOTISen_US
dc.subjectMultilingualismen_US
dc.subjectParental involvementen_US
dc.titleSupporting inclusion and family involvement in early childhood education through 'ISOTIS': A case study in Greeceen_US
dc.typeArticleen_US
dc.identifier.doi10.26803/ijlter.19.3.21en_US
dc.identifier.scopus2-s2.0-85084405968-
dcterms.accessRights1en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume19en_US
dc.relation.issue3en_US
dc.identifier.spage384en_US
dc.identifier.epage403en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85084405968&origin=inward&txGid=5eed06476b4a80dfe7f1b16f689de4fcen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.languageiso639-1en-
item.openairetypeArticle-
item.cerifentitytypePublications-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-5462-8977-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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