Summary
Contents
Subject index
Covering a wide range of concepts and taking a broader perspective of what inclusion entail, this book offers an overview of current research, policy and practice in diversity and inclusion in the early years. It is a clear introduction to what inclusive practice means for those working with young children in the early stages of their lives.
With case studies and activities designed to help students relate to diverse situations, the author discusses the main issues surrounding: - race; - gender; - culture; - disability and Special Educational Needs; - English as an Additional Language; - Traveller children; - the contexts of inclusion and exclusion; - good practice in early childhood settings; - different perspectives of inclusion
This is essential reading for students studying inclusion and diversity on early childhood or early years courses, and those seeking to promote good practice and enable all children to develop to their full potential irrespective of their background.
‘The success of this book is in its ability to explore inclusion from a wide perspective. Offering a range of thought-provoking material, such as reflective questions, debates and controversies, practitioner, parent and children's views, legislation, activities, and examples of good practice, will keep readers interested and actively engaged throughout the book’
-Dr Anna Kilderry, Senior Lecturer, Early Childhood Education, Victoria University, Melbourne, Australia
Chandrika Devarakonda is a Senior Lecturer in the Faculty of Education and Children's Services at the University of Chester.
EAL and Inclusion
EAL and Inclusion
Chapter Overview
This chapter aims to explore issues around English as an additional language (EAL) in the early childhood context. These include the contexts in which children and their families will be bi- and/or multi-lingual. The theoretical background to the acquisition of language and the abilities of bilingual and multilingual children to communicate in appropriate languages with different people is highlighted. The advantages and disadvantages related to being bilingual or multilingual are discussed.
Are children disadvantaged or are they labelled as slow learners if they are not able to speak English? Do practitioners consider it an opportunity or a hassle to have a child who is able to speak languages other than English, or the majority language? How can a practitioner cope ...
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