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ERIC Number: EJ880236
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1559-5692
"I Have F-rien-d Now": How Play Helped Two Minority Children Transition into an English Nursery School
Tang, Fengling; Adams, Leah D.
Diaspora, Indigenous, and Minority Education, v4 n2 p118-130 2010
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.
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: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)