Internationally, linguistic diversity is at its highest to date. With increasing numbers of children learning additional languages, it is important to understand the nature of the social relationships that children are experiencing. This volume features the rich, varied and complex aspects of children's friendships in multilingual settings.
This book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes. MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts. These include, to name but a few, (language) teachers, teacher educators, students, and policymakers, as well as industries and enterprises built around the needs and expectations of these stakeholders. This book presents high-quality empirical research on education in multilingual societies. It highlights research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
Bushnell and Moody present a rich investigation into the navigation of friendships, adopting discursive and ethnographic perspectives to examine Japanese, Chinese, Korean, and English interactional data. Since the definition of friendship is hard to pin down, most sociocultural anthropologists have tended to focus on issues of kinship and descent, while leaving friendship as a residual or interstitial issue. However, this book puts friendship as the central focus and offers unique perspectives from the participants themselves. The interactional work implicated in the accomplishment of making and being friends, and the trials and tribulations of friendship, are both explored through the many detailed analyses showing how the participants navigate the calm and rough waters of friendship in and through their everyday interactions. Researchers, undergraduates, and postgraduate students in the fields of conversation analysis, pragmatics, and other social sciences will benefit from the real-life examples in the book as well as the analysis.
Early childhood is a time of wonder, excitement, adventure and learning. A time to experience social relations and friendships, and all of the emotions involved. The joy, and the excitement – of creating a common world with friends. A world of ‘what if’ and ‘as if’ moments that are accepted and built together, or rejected – leading to frustration, sadness and exclusion – the darker side of friendship. In this book, cultural-historical concepts are used to analyse the everyday lives of children. Inspired by contemporary ideas about moral imagination, Collaborative Pathways to Friendship in Early Childhood theorises friendship as a concept. Traditionally, studies about friendship in early childhood focus on relations built in educational settings. As a point of difference, Dr Adams and Dr Quinones introduce the conditions that are created for, with, and by young children as they move between everyday family life, and transition into education settings. Through narratives of internationally mobile families moving into Malaysia and established families in Mexico, varying perspectives of children, parents, teachers and principals are presented — culminating in a holistic understanding of friendship in early childhood. Providing insight into varied perspectives and processes involved when young children enter into friendships, this book will be of interest to researchers, post graduate students and teacher educators specialising in early childhood education, child psychology or social work.
Contemporary schools are enlivened by a multitude of children with rather disparate linguistic, cultural, and socioeconomic backgrounds. These children spend most of their school hours in interaction with other children, engaging in multifarious activities (conflict, gossip, play, humor, task-related activities) that gradually come to constitute the local culture and social organization of their peer group. The book illustrates the multimodal and sequential organization of these mundane peer choreographies, describing the resources through which children co-ordinate their social actions in the complex linguistic and socio-material landscape of diverse classrooms. Moving beyond the focus on teacher-led socialization in previous literature, the analyses shed light on the relevance of everyday peer practices to the negotiation of children’s social roles and identities and to their overall developmental trajectories in the community. The volume adopts an interdisciplinary perspective and addresses scholars from different academic fields, including sociology, linguistics, anthropology, social and developmental psychology, and education.
Health and Wellbeing in Childhood provides a fundamental introduction for educators in key priority areas of health and wellbeing education, including physical education, promoting health in childhood, and strengthening social and emotional learning in young children. It approaches each topic with childhood diversity and complexity in mind.
Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant or minoritized groups can be used as centerpoints for classroom learning in ways that help all students both to sustain and expand their cultural and linguistic repertoires while developing skills that are valued in formal schooling. Bringing together a group of ethnographically grounded scholars working in diverse local contexts, this volume identifies how these language practices and cultural funds of knowledge can be used as generative points of continuity and productively expanded on in schools for successful and inclusive learning. Ideal for students and researchers in teaching, learning, language education, literacy, and multicultural education, as well as teachers at all stages of their career, this book contributes to research on culturally and linguistically sustaining practices by offering original teaching methods and a range of ways of connecting cultural competencies to learning across subject matters and disciplines.
Early childhood teachers know that the quality of child-teacher interactions has an impact on children's social and educational outcomes. Talking with children is central to early learning, but the significant details of high quality conversations in early childhood settings are not always obvious. This Handbook brings together experts from across the globe to share evidence of teachers talking with children in early learning environments. It applies the methodology of conversation analysis to questions about early childhood education, and shows why this method of studying discourse can be a valuable resource for professional development in early childhood. Each chapter of this Handbook includes an up-to-date literature review; shows how interactional pedagogy can be achieved in everyday interactions; and demonstrates how to apply this learning in practice. It offers unique insights into real-life early childhood education practices, based on robust research findings, and provides practical advice for teaching and talking with children.
"Underpinned by ecological theories of development concerned with children, families and communities, this book provides the reader with philosophical, economic and sociological insights and with the latest thinking emerging from post-humanism. In so doing, it provides tools that enable students to research childhood, to understand the complexities of often seemingly simple matters and to navigate critically ever-changing policy and practice in early childhood. Its breadth, depth and currency cannot fail to impress." - Ian Barron, Professor of Early Childhood Studies, Manchester Metropolitan University Student focused and designed to support critical thinking, this brand new textbook is mapped to early childhood degrees and is designed to cover the breadth and depth of content across the course. Focused on seeing children in the context of the world they live in, it provides students with a range of perspectives and insights to help them understand the complexities of early childhood, develop their own critical ideas and apply theory to practice. A range of features in the book and resources online help students: Get to grips with the basic with: Spotlights on people, policy and practice An extensive Glossary in the book along with online Flashcards Learn from others with: Video insights from academics and practitioners Student perspectives at the start of each chapter Prepare for Assignments with: Further reading resources in the book and online to enable wider reading Spotlights on research and reflection points to develop critical thinking skills Relate to practice with: Case study scenarios of real-life settings Action point activities to put theory into practice
Young Children’s Play: Development, Disabilities, and Diversity is an accessible, comprehensive introduction to play and development from birth to age 8 years that introduces readers to various play types and strategies and helps them determine when intervention might be needed. Skillfully addressing both typically developing children and those with special needs in a single volume, this book covers dramatic play, blocks, games, motor play, artistic play, and non-traditional play forms, such as humor, rough and tumble play, and more. Designed to support contemporary classrooms, this text deliberately interweaves practical strategies for understanding and supporting the play of children with specific disabilities (e.g. autism, Down syndrome, or physically challenging conditions) and those of diverse cultural backgrounds into every chapter. In sections divided by age group, Trawick-Smith explores strategies for engaging children with specific special needs, multicultural backgrounds, and incorporating adult–child play and play intervention. Emphasizing diversity in play behaviors, each chapter includes vignettes featuring children’s play and teacher interactions in classrooms to illustrate core concepts in action. Filled with research-based applications for professional practice, this text is an essential resource for students of early childhood and special education, as well as teachers and coaches supporting early grades or inclusive classrooms.
