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ERIC Number: EJ1059212
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1350-293X
The Accessibility of Socio-Dramatic Play to Culturally and Linguistically Diverse Australian Preschoolers
Scrafton, Eleanor; Whitington, Victoria
European Early Childhood Education Research Journal, v23 n2 p213-228 2015
Socio-dramatic play is preschool children's leading learning activity (Karpov 2005; Vygotsky 1978). Yet entering play often poses challenges (Corsaro 2003), particularly for culturally and linguistically diverse (CALD) children (Hruska 2007). At preschool four-year-old CALD children are both acquiring a new language, and learning new rules, social structures and cultures. As 18% of Australian children possess diverse language heritages (Centre for Community Child Health and Telethon Institute for Child Health Research 2011), many CALD preschoolers may have compromised access to play. Using a multi-case study purposive design, this study investigated the circumstances under which CALD preschoolers access play. Ten children and four educators participated. Shyness/sociability, strategy use, English proficiency, common home knowledge and interests, mutual peer relationships, and peer support were found to be important to access. Recommendations include educator support for particularly shy, home-language-isolated CALD children through explicit language and social support, within a relevant, stimulating physical environment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia