Culturally and Linguistically Diverse Children's Participation and Social Roles in the Finnish Early Childhood Education -- Is Play the Common Key?

Autor/inn/en	Arvola, Outi; Pankakoski, Kaisa; Reunamo, Jyrki; Kyttälä, Minna
Titel	Culturally and Linguistically Diverse Children's Participation and Social Roles in the Finnish Early Childhood Education -- Is Play the Common Key?
Quelle	In: Early Child Development and Care, 191 (2021) 15, S.2351-2363 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arvola, Outi) ORCID (Pankakoski, Kaisa) ORCID (Reunamo, Jyrki) ORCID (Kyttälä, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1716744
Schlagwörter	Foreign Countries; Student Diversity; Cultural Differences; Language Usage; Social Influences; Preschool Education; Preschool Children; Student Role; Play; Intervention; Multicultural Education; Interaction; Standards; Finland + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Sprachgebrauch; Sozialer Einfluss; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Spiel; Multikulturelle Erziehung; Interaktion; Standard; Finnland
Abstract	Children with non-Finnish cultural or linguistic background face challenges to interact socially in the early childhood education (ECE) context in Finland. The present study aims to clarify (1) what kind of social roles children typically have in ECE, and (2) what sort of activities and play are typical to children with Finnish and non-Finnish cultural or linguistic background. The research data is systematically sampled large-scale observation data (1147 children, 22,149 observations) of 5-6-year-old children. According to our findings, non-social roles and less participative actions were found to be more common amongst diverse background children than with Finnish background children. Children with diverse background were found to be more involved especially in rule play but they were less participative in role play. The results suggest that ECE educators could pay specific attention to play-based interventions and to the shared cultural creation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01