Children's Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children

Autor/in	Kirova, Anna
Titel	Children's Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children
Quelle	In: Diaspora, Indigenous, and Minority Education, 4 (2010) 2, S.74-91 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Afro Asiatic Languages; Semitic Languages; Role; Play; Kindergarten; Refugees; Student Adjustment; Sociocultural Patterns; Learning Theories; English (Second Language); Second Language Learning; Language Acquisition; Bilingualism; Teaching Methods; Cultural Awareness; Cultural Maintenance + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Rollen; Spiel; Flüchtling; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziokulturelle Theorie; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität
Abstract	This article focuses on the role of play as a cultural activity in refugee children's transition from home to preschool. The "culture-free" view of play as a means for development of a "universal" child was challenged and an alternative view presented of play as a culturally leading activity in the development of a culturally situated child based on the work of Vygotsky and Leont'ev. That view framed a community-initiated project that aimed at providing learning opportunities in both children's home languages (first language [L1]) and English (second language), so a smooth transition from home to school cultures is provided for the children. The program was unique in that 4 languages were spoken in the classroom (i.e., Kurdish, Somali, Sudanese Arabic, and English) by both the children and the L1 facilitators chosen by their respective ethnocultural communities. The pilot study that used the Participatory Action and Learning methodology demonstrated that the intercultural approach to education could open possibilities for new directions in early childhood practice in which a hybrid space is open for children and adults who share it to bring their knowledge and ways of being in the world. In this space, play is a vehicle for preserving cultural group identities while creating a common culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10