This study reports on qualitative research that examined the perceived pedagogical challenges and opportunities that early childhood educators face in attempts to deliver effective practice in culturally and linguistically diverse contexts. Framed through the lens of pedagogical content knowledge (PCK), the study examined data from 9 participants with a view to developing a nuanced understanding of the perceived knowledge they possessed for effective practice in diverse contexts. Data was collected through in-depth semi-structured interviews which addressed two overall dimensions of preparedness and practice for diverse contexts. One dealt with perceptions of pedagogical readiness, involving the role of academic/professional training (either at university or vocational levels) in relation to development of PCK, skills and dispositions. The second addressed systemic issues or challenges influencing, or interfering with, educators’ capacity to provide effective practice in diverse settings. Findings revealed that while educators claim to possess a somewhat adequate level of preparedness for diverse contexts, this does not necessarily stem from professional training but rather from experiential knowledge gained through practice. Findings also revealed a range of (systemic) constraints such as lack of time, unequal distribution of resources or professional development that impact educators’ capacity to cater to the diverse needs of children.

The uncertainty of transition to school for refugee children can be alleviated through early childhood programs that cater to children, families, and communities. This paper reports findings from a Home Interaction Program for Parents and Youngsters (HIPPY), where free, home-based early childhood learning occurs during the critical period of the child’s transition to full-time school. The project aimed to support Ezidi parent’s capacity to prepare their children for Australian school contexts and to build a sense of belonging among Ezidi children in their new community in regional New South Wales (NSW), Australia. This qualitative study was based on a case study informed by Vygotsky’s sociocultural theory and Bronfenbrenner’s socio-ecological theory. Data were analyzed for themes using NVivo software. Findings indicated the HIPPY program supported Ezidi children's transition to school. Challenges such as parents’ English language proficiency and limited knowledge about the program resulted in the parents not being fully involved.

Linguistic diversity has been increasing rapidly in Australian and New Zealand societies, and according to the most recent census (ABS, 2022) more than one in five Australian households speak a language other than English. Fostering bilingualism is important at all levels of education because it plays a crucial role in identity development (Caldas, 2006) and enhances academic performance (Han, 2012; Lindholm-Leary, 2016; Yurtsever et al., 2023). The home environment is obviously crucial for bilingual development (Mak et al., 2023) but broader community engagement is also needed. With heritage language communities often distributed broadly across contexts such as Australia and New Zealand, technology mediated language learning approaches (e.g., Zoom) hold strong potential in systematic efforts to promote bilingualism. A key element of effective online education is the quality of involvement of stakeholders, and in the case of online heritage language education involving young learners, parental involvement is crucial (El Nokali et al., 2010; Yang et al., 2023). To date, however, the involvement of parents in online heritage language education has not been adequately researched. The current research analyzes the parental involvement of six parent-child dyads during six Zoom-mediated lessons of Farsi as a heritage language. The aim of the research is to systematically describe the way parents interact with their children during these Zoom-mediated lessons and to establish a preliminary taxonomy of these behaviors. Such taxonomies can then be applied as a reference point for longer-term efforts to enhance parent involvement in online heritage language learning programs. The primary data source was the recorded screen videos of six parent-child dyads for six 45-minute online Farsi lessons. Learners’ work samples and parent interviews were also collected as additional data sources. The qualitative study employed various techniques to ensure rigor and reliability such as constant comparison, coding schemes and thematic analysis. These techniques helped researchers to identify recurring categories of parental involvement evident during the entirety of the online lessons. Analysis entailed enumeration and description of the type, frequency and duration of the various parental involvement behaviors that were evident in the videos. Behaviors included binary types, such as physical presence or absence and on-screen facial presence or absence. A range of more complex verbal and nonverbal behaviors were also salient in the data: nodding, gesturing, gaze orientation, screen pointing, reorienting learning materials and devices and so on. Different parents demonstrated varied levels of interaction with three main stakeholders: the facilitator, other parents and the learners. Differences in behaviors evident among the parents enabled a categorization of those who exhibited low, moderate or high levels of involvement with the online lessons. Through analysis of the results and the literature we suggest a preliminary taxonomy of parent involvement behaviors that occurred during online language learning. This model provides a useful reference point for future research, at all levels of education, that seeks to understand the dynamics of stakeholder involvement in complex online learning environments.