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Abstract
As teachers worldwide struggle to serve an ever-increasing number of children and their families who do not speak the dominant language, the authors present a research-based scenario illustrating practices in Hungarian preschools.
Acknowledgment: The authors wish to thank the U.S. Fulbright Commission and Fulbright Hungary for supporting this project.
Additional information
Notes on contributors
Andrea M. Noel
Andrea M. Noel is a Professor in the Department of Teaching and Learning at the State University of New York at New Paltz. She teaches primarily child psychology and development, and her research interests include early childhood and international education. Email: [email protected]
Kathleen M. Lord
Kathleen M. Lord is an Associate Professor of Literacy at the State University of New York at New Paltz. She researches listening and reading comprehension and, specifically, how prior knowledge of concepts supports learning in the content areas. Email: [email protected]
László Varga
László Varga is an Associate Professor and Dean at the University of Sopron, Hungary. He is the leader of the early childhood neuropedagogical research group and laboratory. His main research fields are childhood development, constructivist pedagogy, and early childhood neuropedagogy. Email: [email protected]