Guidance for practitioners supporting children/families where English is an Additional Language

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dc.contributor.authorWhite, Annetteen
dc.coverage.spatialUnited Kingdom of Great Britain and Northern Irelanden
dc.date.accessioned2023-04-22T07:54:25Z
dc.date.available2023-04-22T07:54:25Z
dc.date.issued2009en
dc.description.abstractBackground: 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.en
dc.identifier.urihttps://hdl.handle.net/20.500.14069/205
dc.language.isoenen
dc.sourcehttps://webarchive.nationalarchives.gov.uk/en
dc.subjectNursery educationen
dc.subjectCommunication, language and literacyen
dc.subjectCreative developmenten
dc.subjectKnowledge and understanding of the worlden
dc.subjectPersonal, social and emotional developmenten
dc.subjectPhysical developmenten
dc.subjectProblem solving, reasoning and numeracyen
dc.titleGuidance for practitioners supporting children/families where English is an Additional Languageen
dc.typeResearch Reporten
lrmi.educationallevelISCED Level 0 Early childhood educationen
lrmi.targetnameisced13::Generic programmes and qualifications::Literacy and numeracyen
lrmi.targetnameisced13::Generic programmes and qualifications::Personal skills and developmenten
lrmi.typicalagerangeNot specifieden
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