Guidance for practitioners supporting children/families where English is an Additional Language
Guidance for practitioners supporting children/families where English is an Additional Language
Authors
White, Annette
Date
2009
Educational Level
ISCED Level 0 Early childhood education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
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.
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.
Description
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