Guidance for practitioners supporting children/families where English is an Additional Language
Loading...
Authors
White, Annette
Issue Date
2009
Type
Research Report
Language
en
Keywords (free text)
Nursery education , Communication, language and literacy , Creative development , Knowledge and understanding of the world , Personal, social and emotional development , Physical development , Problem solving, reasoning and numeracy
Alternative Title
Abstract
Background: The purpose of the study was to provide training for practitioners in PVI settings to ensure their practice is fully inclusive for children/families with EAL, and to support pre-school children learning EAL to make progress equitable with their peer group.
Aims: The main aim is to provide training to practitioners in PVI settings to ensure their practice is fully inclusive for children/families with EAL, and to support pre-school children learning EAL to make progress equitable with their peers.
Methods: Participants included support staff, National Strategies consultants, teachers, and practitioners from private, voluntary and independent settings. Training included first-hand language experience, reflection, practical strategies, case studies, and a support pack. Partnership between Early Years Service and Ethnic Minority Achievement Team provided support.
Findings: The main findings are that whole-setting training to develop practitioner awareness has been the key in improving the learning experiences of children learning EAL, practitioners now understand what a fully inclusive enabling environment is, and there is increased awareness of the impact of their own behaviours and attitudes on the experiences of children and their families.
Implications: The findings suggest that providing training to practitioners in PVI settings to ensure their practice is fully inclusive for children/families with EAL can have a positive impact on the learning experiences of these children. This includes increased independence, participation, and parental involvement.