دانلود کتاب Language, Culture and Identity in the Early Years

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Cover\nHalfTitle\nSeries\nTitle\nCopyright\nDedication\nContents\nAcknowledgements\nAbbreviations\nIntroduction\n1 The Early Years Foundation Stage: Historical Context and Recent Developments\n Where should we start?\n Summary\n2 Minority Education: Developments in Britain\n Setting the debate\n The 1950s: The first arrivals\n The local authority response\n The second period: 1960–5\n The first wave of ethnic minority children in English schools: Some changes in policy and practice\n Third period: 1966–72\n Fourth period: 1972–82\n Fifth period: 1981–8\n The final phase: 1988 to present\n Summary\n3 Setting the Context: Historical Perspectives on Personal, Social and Emotional Development and the Early Years Foundation Stage\n What preceded the EYFS?\n Ten principles for early years education\n The contribution of previous writers/practitioners\n Summary of the selected theorists\n Government guidelines\n The ‘handbook of suggestions for the consideration of teachers and others concerned in the work of public elementary schools’\n The impact of the Second World War (1939–45)\n The Declaration of the Rights of the Child\n After the 1944 Act: Two major reports – Plowden and Rumbold\n The beginnings of an early years curriculum\n HMI curriculum matters (1985)\n The arrival and impact of the National Curriculum\n The development of an early years curriculum\n After the CGFS: The Statutory Framework for the EYFS (2008)\n Summary\n4 Personal, Social and Emotional Development: Exploring Language, Culture and Identity\n Where does PSED come from?\n Our research in the EYC\n The EYC and language\n CGFS and PSED (pp. 28–43)\n CGFS and CLL (pp. 44–67)\n The Statutory Framework for the EYFS ( 2008 )\n Summary\n5 Multilingualism: Key Issues and Debates\n Multicultural Britain\n Supporting children’s linguistic and cultural experiences in early years settings: Some theoretical perspectives\n The role of the home languages in learning in school: The debate\n The European Commission (EC) Directive and the ‘mother tongue’ debate\n Bilingual children and metalinguistic awareness\n Socio-cultural perspectives in children’s emotional development\n Emotional and cultural consequences of monolingual development in bilingual children\n Summary\n6 First and Subsequent Language Acquisition: Key Issues and Debates\n Bilingualism: The debate\n Bilingual cognition\n Bilingualism and metalinguistic awareness\n First and subsequent language acquisition\n Types of early childhood bilingualism\n Exploring the role of the home language in second language acquisition: Some psychological considerations\n Summary\n7 The Role of Home Languages in Supporting the Development of Purposeful Talk in Early Years Settings\n The mother tongue debate: Research from Europe and North America\n The developments in the United Kingdom\n Hearing children’s voices: Exploring the potential of home language use in children’s talk\n The attitude to languages in the receiving schools\n OFSTED findings\n Summary\n8 Supporting Children’s Language Development: The Role of Parents, Carers and Other Adults\n Rumbold and other policy initiatives\n Multicultural (parental) perspectives in early years settings\n Examples from the EYC\n Meeting with parents\n Home visits\n Summary\n9 The Development of Communication and Oracy\n The internal processes of bilingual thinking\n Supporting communicative competence in young children\n CLL revisited\n Children’s attitudes to languages\n Parents’ attitudes to multilingualism\n Children’s knowledge and understanding of the world\n The ethos of the setting\n Summary\n10 Making the Transition to Reception Classes in Primary Schools\n Historical background\n Transition to Reception\n Moving from the EYC to Reception\n Leaving the EYC\n What were the children going to?\n The ethos of the Reception classes\n Displays\n Play and investigation\n The role of the adults\n What did the parents say about transfer to Reception?\n Summary\n11 Conclusions and Recommendations\nReferences\nIndex