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Supporting Identity, Diversity and Language in the Early Years (Supporting Early Learning)
Series editor's preface Identity, self-esteem and learning Language acquisition and diversity Language development and bilingualism Diversity and the curriculum Parents as partners Planning and evaluating for equity and diversity Resources References Index. 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.
- Community Playthings | Cultural diversity in the early years.
- Growing a mentally healthy generation.
- Get started with Be You?
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. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender.
Each chapter offers a clear combination of theory and practice and ends with excellent staff development activities and further readings.
The book will be important reading for all students and practitioners working with young children. Purchase Options We're committed to providing you with high-value course solutions backed by great service and a team that cares about your success.
Earlychildhood NEWS - Article Reading Center
Chapter 4 Diversity and the curriculum. Chapter 5 Parents as partners.
Chapter 6 Planning and evaluating for equity and diversity. Chapter 7 Resources. Her research interests include quality and equality in the learning experiences of young children.
Supporting your child’s cultural identity
Dr Priscilla Clarke is the Director of the Free Kindergarten Association, Melbourne, Australia, an early childhood organization specializing in consultancy and resources for multilingual and culturally diverse early childhood settings. Both authors have over 20 years experience in lecturing, researching and publishing in the areas of learning, equity, diversity and language. Series editors preface.