ABSTRACT
Although they acknowledged that practices in different communities varied, they all felt that it was the knowledge that there could be differences which was important, and that their explanations helped monolingual and monocultural staff to better understand parents and children’s needs. As well as helping teachers to understand important elements of children’s home backgrounds, they also, when necessary, helped parents to become familiar with the customs and practices in UK nurseries and schools. They saw their role as supporting children’s social integration, well-being and self-esteem, and fostering their independence so that they would be able to thrive in the nursery or school.
