Supporting Identity, Diversity, and Language in the Early Years

Supporting Identity, Diversity, and Language in the Early Years

Supporting Identity, Diversity, and Language in the Early Years

Supporting Identity, Diversity, and Language in the Early Years

Synopsis

This text provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity.

Excerpt

This book is one of a series which will be of interest to all those concerned with the care and education of children from birth to 6 years old – childminders, teachers and other professionals in schools, those who work in playgroups, private and community nurseries and similar institutions; governors, providers and managers. We also speak to parents and carers, whose involvement is probably the most influential of all for children’s learning and development.

Our focus is on improving the effectiveness of early education. Policy developments come and go, and difficult decisions are often forced on all those with responsibility for young children’s well-being. We aim to help with these decisions by showing how developmental approaches to young children’s education not only accord with our fundamental educational principles, but provide a positive and sound basis for learning.

Each book recognizes and demonstrates that children from birth to 6 years old have particular developmental learning needs, and that all those providing care and education for them would be wise to approach their work developmentally. This applies just as much to the acquisition of subject knowledge, skills and understanding, as to other educational goals such as social skills, attitudes and dispositions. In this series, there are several volumes with a subject-based focus, and the main aim is to show how that can be introduced to young children within the framework of an integrated and developmentally appropriate curriculum, without losing its integrity as an area of knowledge in its own right. We also stress . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.