Référence bibliographique 
Brown, Alison, McIsaac, Jessie-Lee D., Reddington, Sarah, Hill, Taylor, Brigham, Susan, Spencer, Rebecca et Mandrona, April. 2020. «Newcomer Families’ Experiences with Programs and Services to Support Early Childhood Development in Canada: A Scoping Review ». Journal of Childhood, Education and Society, vol. 1, no 2, p. 182-215.
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«The aim of this scoping review is to describe what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada and identify how to enhance family and community assets to better support newcomer children and families to thrive.» (p. 184)
«The research question guiding this scoping review was: What is known about newcomer families’ experiences with programs and services to support early childhood development in Canada?» (p. 184)
The authors «created a sensitive search strategy, in consultation with a subject specialist librarian, to identify relevant articles for inclusion in the study’s analysis and synthesis. [The authors] searched 12 electronic bibliographic databases: Child Development and Adolescent Studies, Academic Search Premier, CINAHL Plus, Education Research Complete, Education Resources Information Center (ERIC), PsychArticles, PsychINFO, SocINDEX, Medline, Gender Studies Database, LGBT Life, and SpringerLink.» (p. 185) «Applying the developed search strategy and removing duplicates identified 2390 potential articles.» (p. 185) The screening process «resulted in the inclusion of 34 articles in the scoping review.» (p. 185)
Type de traitement des données :
This study «reveals a range of factors that affect newcomer families’ access and experiences of supports for early childhood development in their new Canadian communities. In turn, these factors are influenced by the beliefs, socio-cultural practices, and actions of both the families and the systems, institutions, and organizations designed to support them. […] To critically examine and better understand [this study’s] results, [the authors] looked at them in relation to the RAISED Between Cultures (RAISED) model. […] The model outlines six key factors that when considered by educators and practitioners working with newcomer families can contribute to children’s well-being […]. The factors comprising the RAISED acronym are: Reveal culture, Acknowledge premigration experiences, Identify post-migration systemic barriers, Support family and community strengths, Establish connections between environments, and Determine child outcomes together with families. The findings from [this] review connect well to the interdependent factors within the RAISDED model and suggest the model would be a useful tool for developing, delivering, and sustaining successful, meaningful, culturally relevant supports for early childhood development.» (p. 192-193)