Migrant children's knowledge (Baraldi, 2015)

Baraldi, C. (2015) Promotion of migrant children’s epistemic status and authority in early school life. International Journal of Early Childhood, 47(1), 5-25.

In this paper Claudio Baraldi explores how migrant children’s knowledge and abilities might be recognized despite language difficulties. To support children’s active participation, the Italian children and teachers in this study reinforce children’s epistemic authority in the Reggio Approach to learning interactions. Children’s contributions to the activity are acknowledged and built on from the child’s own language, recognizing their epistemic status through active facilitation by other children (ie attempts at translation).