Young Children Playing Their Way into Intercultural Understanding

Autor/in	Acevedo, María V.
Titel	Young Children Playing Their Way into Intercultural Understanding
Quelle	In: Journal of Early Childhood Literacy, 19 (2019) 3, S.375-398 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798417727134
Schlagwörter	Play; Cultural Awareness; Early Childhood Education; Preschool Teachers; Cultural Differences; Reggio Emilia Approach; Teaching Methods; Preschool Children; Inquiry; Global Education; Preschool Curriculum; Language Usage; Child Development; Childrens Attitudes; Childrens Literature; Hispanic Americans; Biculturalism; Student Diversity; Disadvantaged Youth; Parent Teacher Cooperation; Spanish; English Language Learners; Grounded Theory; Vocabulary Development + Suchen Sie Ihr Suchwort? Spiel; Cultural identity; Kulturelle Identität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kultureller Unterschied; Reggio-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Globales Lernen; Sprachgebrauch; Kindesentwicklung; 'Children''s literature'; Kinderliteratur; Hispanic; Hispanoamerikaner; Bikulturalität; Benachteiligter Jugendlicher; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Spanisch; Wortschatzarbeit
Abstract	Children's life experiences can position their exploration of global cultural communities within early childhood classrooms. Some early childhood educators, however, are concerned that many young children do not have direct experience of global cultures and thus believe that differences between cultural practices will be confusing to young children and global knowledge beyond their capacity. This study, conducted in a Reggio Emilia inspired preschool classroom in the Southwest United States, analysed young children's enquiries and intercultural understanding as they interacted and responded to an enquiry-based global curriculum. As a resource teacher conducting action research, I implemented the global curriculum and collected field notes, videos from children's play, artefacts that the children created as they engaged with the global curriculum and a teaching journal. I analysed the data, beginning with deductive categories from the professional literature, approaching intercultural understanding as knowledge, perspective and action. These broad categories were adapted and subcategories created to represent young children's intercultural understanding as evidenced through their play, enquiries and language. The findings of this study provide evidence to suggest that global exploration can enhance the lives of children when it: (1) builds on children's curiosity about the world and, through play, (2) highlights the development of knowledge, perspectives and action for a more just world. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01