Multicultural children in the early years : creative teaching, meaningful learning
Author(s)
Bibliographic Information
Multicultural children in the early years : creative teaching, meaningful learning
(Bilingual education and bilingualism / series editors, Colin Baker and Nancy Hornberger, 16)
Multilingual Matters, c1999
- : pbk
Available at 21 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 210-219) and index
Description and Table of Contents
Description
* How do multicultural children and their parents experience the very beginning of their school careers?
* How do teachers mediate the demands of the educational system, and how do the children adapt?
* What kind of access to the National Curriculum is offered to multicultural children?
In answering these questions the authors draw on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book.
Table of Contents
Acknowledgements
Glossary
Introduction
1 Teachers' Perspectives
2 Teaching the National Curriculum
3 Creative Teaching
4 The Educational Significance of Stories
5 Bilingual Children in Transition
6 Opportunities for Learning
7 Children's Identities
8 The Parents' Perspectives
References
Index
by "Nielsen BookData"