The practices significantly support the development of the immigrant children. The research indicates of the children experiencing interactions that are complex. This is with the respective peers when engaging in creative activities inclusive of gross motor and language arts (Donald et al., 2007). The creative activities reflect on open-ended aspects with the resultant stratification in shaping the initial academic progress of the immigrant children possibility. The application of the developmentally suitable practices in the primary setting of the immigrant children society positively influences the outcomes of the children (Donald et al., 2007).
The challenge faced in defining the developmentally fit strategies emphasizes on the child-centered approaches. The approaches relate to the developmental theory with the society directed instructions originating from the behaviorist perspective of the immigrant children. As a result of the theoretical course from which the child-centered practices derives, they reflects on the synonymous view with the appropriate practices. The children developmental appropriate strategies in teaching fall on the continuum from the non-directive to the direct aspects (Donald et al., 2007). In consideration of the parenting cognitions to the development of the immigrant children, the self-perceptions of the mothers on effectiveness have significance in relation to care to give competence that contributes to the development (Donald et al., 2007).
The cross-cultural differences within the framework of the immigrant's society emerging in mothers feelings with competence to the care giving reflect on the satisfaction gained. This is from the responsibility in parenting, investment in rearing with the ability to balance the role of parenthood with the social roles to the development of the child. With parenting contribution to the development of the immigrant children, finding full-time or year round work is a challenge. The limitations to the parental education limit the ability of the respective parents to assist the children develop educationally (Donald et al., 2007).
The development of immigrant children necessitates policy initiatives directed towards relative development spectrums enhances the lives of the children. This also fosters the integration and success of children through the reduction of constraints to foster parent's capacities in achieving the goals of contributing to the successful development of the child in the course of immigration. The commitment of the immigrant parents, investment in the community, working hard towards assisting in the achievement of set goals and the additional education and training opportunities pays off to the development of children and the society in a broader perspective (Portes & Rumbaut, 2006).
Immigration involving children has become the central focus on public concern and policy with the aspect aiming at immigrant children concentration on the family characteristics. The timing and context of the parental migration associates with the education, health, and well-being of the respective children exposed to immigration. The educational progress of the immigrant children is determinable through the socioeconomic status of the respective places migrated to and age. With the children focused with the capability, learn the language they get exposure to, development in non-native as a secondary language is possible.
The setting that influences the development of the children in framework includes low child/staff ratios, the positive social interactions amid the immigrant children and the respective parents, the safety and health measures. The children developmental appropriate strategies in teaching fall on the continuum from the non-directive to the direct aspects. In consideration of the parenting cognitions to the development of the immigrant children, the self-perceptions of the mothers on effectiveness have significance in relation to care to give competence that contributes to the development.
The immigration adaptation of the children globally emphasizes on the significance of age at arrival, location of schooling, language acquisition and the other life courses events for the determination of the immigrations outcomes. The immigrant children have accessibility to better information and services in communities with more immigrants than when more residentially assimilated.
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