Values, Culture and Identity in Early Childhood Education

Siraj‐Blatchford, Iram

doi:10.1080/0966976960040206

Cited by 9 publications

(5 citation statements)

References 7 publications

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“…A holistic view, supported by the National Curriculum, suggests that language acquisition should encompass first and second languages (DfEE, 1999). However, I suggest that this might be difficult in the school domain as children are involved in a struggle described by Siraj-Blatchford (1996) as ''in the very act of identifying ourselves as one thing we are simultaneously distancing ourselves from something else''. That is, in speaking the home language at school, children may perceive themselves as simultaneously affirming their own culture but distancing themselves from access to social capital, social relations and practices (Carrington and Luke, 1997).…”

Section: Resultsmentioning

confidence: 99%

Mum and Dad prefer me to speak Bengali at home: code switching and parallel speech in a primary school setting

Pagett

2006

Literacy

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Although it contains a statutory inclusion statement, England's National Curriculum “hardly acknowledges the learning practices of different minority groups” (Gregory and Williams, 2003, p. 103). Through observation and interview, this study examines the repertoire of languages that six children for whom English is an additional language (EAL) choose to use at home and in their primary school settings in the West of England. The study bears out and extends previous research, which indicates that children from various ethnic backgrounds are involved in a struggle where they construct and reconstruct their identities according to the social situations they find themselves in. In addition to code switching between languages, the study reports on children using ‘bilingual parallel speech’, an unresearched practice. It shows that there may be a tension between schools' efforts to build upon the children's use of the home language and the children's reluctance to use it in a school setting, where the dominant institutional language is English, and where they would prefer to appear ‘like everyone else’. Social capital would appear to be an important factor affecting children's use of language and this may make them reluctant to maintain and develop their home language. Schools may need to consider strategies that value bilingual children's commonality with the school culture.

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Section: Resultsmentioning

confidence: 99%

Mum and Dad prefer me to speak Bengali at home: code switching and parallel speech in a primary school setting

Pagett

2006

Literacy

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“…There is an overlap between characteristics associated with a silent period and shyness that creates a challenge for clinicians to identify as either shyness or a typical stage of L2 acquisition. For example, EBs in the silent period demonstrate characteristics such as reluctance to speak (may also occur in the L1) or respond with gestures, limited eye contact, refusal to participate or interact with their teacher or peers, and turning away when the teacher addresses them in the classroom (Clarke, 1989; Saville-Troike, 1988; Siraj-Blatchford & Clarke, 2000). These characteristics may also be observed in children who are shy (Asendorpf & Meier, 1993; Evans, 2010; Gibbons, 1985; Reynolds & Evans, 2009).…”

Section: Perception Of Shyness and Assertiveness In Ebsmentioning

confidence: 99%

The Relationship Between Perceived Assertiveness/Shyness and Emergent Bilinguals’ Vocabulary Intervention Outcomes: A Preliminary Investigation

Pérez

Creaghead

Washington

et al. 2022

Communication Disorders Quarterly

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This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only ( n= 14) and Spanish-English with Spanish provided through a tablet computer ( n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish–English) and Spanish gains in the Spanish–English group. Clinicians’ perceptions of shyness should be considered as a variable of interest that affects response to intervention.

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“…Culture and Identity in Early Childhood According to Cambridge Dictionary (2019), 'identity' refers to the qualities of a person or a group and how these make them different from others. The features might include ethnic background, tradition, occupation or other aspects of social identity (Siraj-Blatchford, 1996). In early years settings, Siraj-Blatchford (1996) defined child identity as the way that they feel about themselves and pointed out that children could achieve this in the learning process.…”

Section: 1mentioning

confidence: 99%

“…The features might include ethnic background, tradition, occupation or other aspects of social identity (Siraj-Blatchford, 1996). In early years settings, Siraj-Blatchford (1996) defined child identity as the way that they feel about themselves and pointed out that children could achieve this in the learning process. Further, Lawrence (1988) and Gay (1985) emphasised the importance of supporting children in feeling positive about themselves, their ethnic identities, and cultural backgrounds.…”

Section: 1mentioning

confidence: 99%

Developing Children’s Cultural Identities Through Play

Pui

Zhang

Ma³

et al. 2020

Beijing Int. Rev. Educ.

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Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.

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Values, Culture and Identity in Early Childhood Education

Cited by 9 publications

References 7 publications

Mum and Dad prefer me to speak Bengali at home: code switching and parallel speech in a primary school setting

Mum and Dad prefer me to speak Bengali at home: code switching and parallel speech in a primary school setting

The Relationship Between Perceived Assertiveness/Shyness and Emergent Bilinguals’ Vocabulary Intervention Outcomes: A Preliminary Investigation

Developing Children’s Cultural Identities Through Play

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