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Building Relationships with diverse students and families: A funds of Knowledge Perspective
Abstract
The purpose of this study was to examine how preservice teachers, from a funds of knowledge perspective, in a community-based early childhood teacher preparation programme learned about the language and (bi)literacy development of young English emergent bilinguals. Through a series of in-depth home observations their early childhood education (ECE) coursework preservice teachers reflected on young children's literacy learning and family literacy practices. We followed case studies of six participating preservice teachers who were placed with families with children enrolled in preschool programmes as part of their field experience. A research team composed of two university professors and two graduate students gathered a variety of data during one academic year. Data sources include field notes, video and audio recordings and children's emergent literacy samples from six family home interactions by the preservice teachers with their assigned case study families. During these family home visits, preservice teachers conducted observations and documented their respective case study child's language development and the family's literacy practices. The focus of the analysis entailed an ongoing examination of how preservice teachers' reflections and the home family literacy interactions helped deepen their understanding of funds of knowledge and cultural practices. We found that their extensive and consistent experiences, interacting with the families for one academic year, allowed…
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In the citing paper
“many of the PSTs' efforts to identify concrete examples of their multilingual learners' funds of knowledge were not always planned or consistent even when prompted by the CE project (Espinoza et al., 2021; Reyes et al., 2016)”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Reyes et al., 2016
In the citing paper
“a task that can be challenging for PSTs (Reyes et al., 2016).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Reyes et al., 2016
In the citing paper
“Reyes and colleagues (2016) found that PSTs in the study could theoretically discuss funds of knowledge and knew its importance. However, pointing to direct examples of funds of knowledge was difficult for PSTs, and they 'struggled to understand how to integrate these concepts into teaching strategies' (p. 28).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Reyes et al., 2016
In the citing paper
“Research generally emphasizes that humanizing pedagogies should be integrated into PSTs' coursework and field experiences, but challenges persist in determining how to effectively incorporate funds of knowledge (López, 2017; Reyes et al., 2016).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Reyes et al., 2016
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Metadata
- Authors
- Reyes, I., Da Silva Iddings, A. C., & Feller, N.
- Affiliations
- University of Arizona (US)
- University of Arizona, USA
- Corresponding author
- Reyes, Iliana
- ORCID
- Feller, Nayalin
- Venue
- Journal of Early Childhood Literacy
- Publisher
- SAGE Publications
- Published
- 2015-05-14
- Volume
- 16
- Issue
- 1
- Pages
- 8-33
- ISSN
- 1468-7984 (ISSN-L)
- 1741-2919
- OpenAlex
- W2282139051
- Cited by
- 61
- References
- 45
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 5 · 2023: 9 · 2022: 6 · 2021: 9 · 2020: 8 · 2019: 5 · 2018: 1 · 2017: 2 · 2015: 1
- FWCI
- 6.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Early Childhood Literacy (publishedVersion)
- Cross Connect (Southern Cross University) (submittedVersion)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- funds of knowledge, pre-service teachers, early childhood teacher education, emergent bilinguals, English language learners, family literacy practices, emergent literacy, home visits, teacher reflection, community-based teacher education, culturally responsive teaching, school-family relations
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- Reyes, I., Da Silva Iddings, A. C., & Feller, N. (2016). Building Relationships with diverse students and families: A funds of Knowledge Perspective. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798415584692
