"I Have F-rien-d Now": How Play Helped Two Minority Children Transition into an English Nursery School

Autor/inn/en	Tang, Fengling; Adams, Leah D.
Titel	"I Have F-rien-d Now": How Play Helped Two Minority Children Transition into an English Nursery School
Quelle	In: Diaspora, Indigenous, and Minority Education, 4 (2010) 2, S.118-130 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Nursery Schools; Play; Minority Group Children; Foreign Countries; Communication Skills; Minority Groups; English; Asians; Immigrants; Friendship; English (Second Language); Interpersonal Communication; Cultural Awareness; Preschool Children; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Spiel; Ausland; Kommunikationsstil; Ethnische Minderheit; English language; Englisch; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Freundschaft; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kommunikation; Cultural identity; Kulturelle Identität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Großbritannien
Abstract	Nursery schools in the United Kingdom have increasingly diverse populations, in part, because of newly arrived migrants from within and outside of the European Union. This article aims to explore the role of play in helping newly arrived children with minority ethic backgrounds to gain positive learning experiences in a nursery school setting in England. Observations of 2 children with Asian ethnicity were made over a period of 9 months; in addition, conversations took place with the children's parents. In the nursery school setting, play provided the children with a way for them to fit in and find personal space, make friends, and maintain friendships. The children increased their confidence in speaking English and improved their communication skills while they engaged in play. In addition, activities with playful elements helped the participants and their peers learn more about diverse cultures. The findings further confirm the value of play for young children generally held by early years practitioners. Implications include suggestions for training of practitioners who work with children of minority groups, the importance of practitioners being aware of the specific play activities of newly arrived children, as well as the importance of communicating to parents the value of play in helping children learn and form positive social relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10