Identity Formation as Multidimensional Concept Term Paper

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Identity Formation as Multidimensional Concept

The immigration adaptation of the children globally emphasizes on the significance of age at arrival, location of schooling, language acquisition. The research will focus on the timing and context of the parental migration associates with the education, health, and well-being of the respective children exposed to immigration. With the children focused with the capability, learn the language they get exposure to, development in non-native as a secondary language is relative. The children developmental appropriate strategies in teaching have significance and falls on the continuum from the non-directive to the direct aspects. The development of immigrant children necessitates policy initiatives directed towards relative development spectrums enhances the lives of the children as discussed.

Introduction

Immigration, as part of human history, has been in existence since the ancient times. Families, individuals, and groups migrate for reasons ranging from escape from war, famine, persecution, to enhancement of the life prospects. The complex phenomenon had dependency on the individual immigrant with the contexts of receiving and sending communities. The relative growth of children exposed to the migrant populations has resulted to the enacting of policies by the receiving countries in recent history ranging from the dedicated resources in support of the immigrant children adaptation to the punitive ones for the respective survival (Nabila & Sjaak, 2010).

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. This involves the demographic, parenting, and the human features in relation to the developmental consequences for the contexts such as peer discrimination in school, social networks, and the out of school settings, accessibility to institutional resources and the legal contexts. Currently, the aspect of immigration has been a worldwide phenomenon. Through the framework of technological connections, the economies of the world with the respective cultures intertwined at a larger and immediate scale has enabled the variety of immigrant children development characterized as seasonal and transitional (Sonja Grover, 2007).

The majority of the countries affected have been either through the reflection on recipients or source. Some of the factors that affect the development of the immigrant children include the economy and the political stability of the respective countries as a substantial pushing factor, the attitudes aimed at the immigrants with the perceived opportunities for the social mobility and education as the actual employment opportunities pull factors (Zhou, 2008).

Immigrant children 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 timing and context of the parental migration associates with the education, health, and well-being of the respective children exposed to immigration. The migration experience of the respective parents with the new environments where the children develop interacts to influence the children developmental outcomes (Bornstein & Cote, 2004).

Families during the immigration processes form the primary site for socialization and development of the respective children. The structure of the families, health, and income forms the significant predictors of how the children thrive and develops. The interaction of families with the communities in the process of migration enables the accessibility of social support and resources. This leads to the setting of the stage for the children well-being. The immigrating parents often parent the children in the context dissimilar from that they went through and learns to navigate the new social environment in raising the children (Bornstein & Cote, 2004).

Since the majority of the immigrants are mostly at the economic spectrums lower ends, the poverty rates also correspondingly rises at an alarming rate. The socioeconomic status, therefore, offers a challenge to the children of immigrants. The poorly resourced communities with low income make it difficult for the younger children in the respective immigrant families in acquiring skills significant for school readiness (FuligniG & Leininger, 2007). The educational progress of the immigrant children is through the socioeconomic status of the respective places hosting the immigrants and age. The differing exposures to the socialization and social institutions on the immigrant's children associate with the differential opportunities for children born in the areas hosting the immigrants. The age of the parents at arrival also contributes significantly to the determination of the children development as the second generation (Bornstein & Cote, 2004).

Another factor that associates with the children development with family migration is language ability and use. The respective children in the immigrant families raised in varying linguistic environments associates with the immigrant child development. Overall, the respective homes in the majority with non-English language speakers include at least a person who is able to speak English well. The substantial minority of the immigrant children accommodated are in homes with none-English speakers. The limitations in English proficiency reduce the competitiveness in the labor market of countries amongst the immigrant families especially the parents leading to location in poor communities and lower family resources (Johnston & Wong, 2002).

Even though, the limitations in English proficiency are detriment to the educational progress for the immigrant children, retaining the respective native language poses positive effects on the educational attainment of the children. The bilingual home background is beneficial for the cognitive development in relation to the immigrant children development. The linguistic environment at home forms the better predictor factor for the cognitive development with the school readiness than the parental nativity (Sears et al., 2005).

The existence of the sensitivity periods in the course of the immigrant children psychological development reflects on the facet of language acquisition. The children facing deprivation from verbal stimulation during the stages of immigration are likely to get impaired to adapt the language and acquire the normal language later in the capacity. With the children focused with the capability, learn the language they get exposure to, development in non-native as a secondary language is possible. In the perspective of the immigrant children development, the developmental theory focuses on the basic central themes inclusive of the stages in development, impacts on early immigration experience and the existence of sensitive or critical periods (Fuligni, 2013).

The significance progress in immigrant children development results, in the complex view of the related psychological growth with the forces that significantly shapes it. Regarding the educational practice, the modern immigrant children development stresses on the notions that shape society determinism, critical periods, stages and the impacts of the children early experience with malleability to its potential for change (Capps et al., 2003).

The immigrant children educational and the social development face theoretical influence from the social capital and the resources embedded in the respective communities and families. The children in the specified poor neighborhoods exposed to peers groups fewer engaged to education or attend the schools having poor resources faces the reduction in own educational attainment and engagement. Studies points to the significance of stratification in shaping the initial academic progress of the immigrant children. This proves that having the greater proportion of the neighbors with higher income associates with children at 36 months higher IQ scores (Fuligni, 2013).

For the immigrant children, the reception context inclusive of the educational opportunities offered to the immigrant children forms the key to incorporation in the country receiving. The immigrant children have accessibility to better information and services in communities with more immigrants than when more residentially assimilated. The outcome of the second-generation immigrant children also depends on the compositions of the respective immigrant communities with the other groups residing nearby. The neighborhood of the immigrant's characteristics inclusive of the ethnic/racial residential segregation and poverty forms the detrimental factors to the health of the immigrant residents regardless of the nativity aspect (Fuligni, 2013).

In reflection to the childhood relationship, achievement of the representational competence is a principle developmental task. The children of the respective immigrant's families do not belong to the monolithic group. Just as, the parents reaches certain points in the life course having different backgrounds and education, the immigrant's children grow in the diverse households with diverse community context (Fuligni, 2013). The majority of the immigrant children experiences emotional difficulties since the school level and the neighborhood effect on the psychological, educational and health. This also reflects on the receiving context of the parents. This also connects with the interactions between the community isolation and household isolation (Fuligni, 2013).

The children of the foreign-born parents living in linguistically isolated households get exposure to the lowest cognitive scores compared to the rest of the immigrants groups. The creation of the community framework for the immigrant children involves the social and physical environment with the relative impact to development. 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 presence of the factors necessitates the enhancement of education development and community policies. This includes opportunities for making choices, hands-on learning, collaboration promotion between the immigrant children and parents, the use of teaching strategies… [END OF PREVIEW]

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