Social Constructions of Young Children in "Special", "Inclusive" and Home Environments

Autor/inn/en	Nind, Melanie; Flewitt, Rosie; Payler, Jane
Titel	Social Constructions of Young Children in "Special", "Inclusive" and Home Environments
Quelle	In: Children & Society, 25 (2011) 5, S.359-370 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0605
DOI	10.1111/j.1099-0860.2009.00281.x
Schlagwörter	Learning Problems; Learning Disabilities; Young Children; Foreign Countries; Special Needs Students; Family Environment; Special Education; Early Childhood Education; Inclusion; Preschool Children; Ethnography; Case Studies; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lernproblem; Learning handicap; Lernbehinderung; Frühe Kindheit; Ausland; Sonderpädagogischer Förderbedarf; Familienmilieu; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ethnografie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	The paper tells of the social constructs surrounding young children with learning difficulties in their home, "special" early education setting and "inclusive" or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10