4 Parents Speaking Other Languages in Early Childhood Settings: A ‘Language Barrier’ for Building an Inclusive Partnership of Education Between Practitioners and Parents?

Author(s):  
Nathalie Thomauske
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.


Author(s):  
Adrien D. Malek-Lasater ◽  
Kyong-Ah Kwon ◽  
Diane M. Horm ◽  
Susan B. Sisson ◽  
Dipti A. Dev ◽  
...  

Author(s):  
Jennifer Hays-Grudo ◽  
Ruth Slocum ◽  
Jerry D. Root ◽  
Cara Bosler ◽  
Amanda Sheffield Morris

2008 ◽  
Vol 21 (3) ◽  
pp. 186-193 ◽  
Author(s):  
William D. Eiserman ◽  
Lenore Shisler ◽  
Terry Foust ◽  
Jan Buhrmann ◽  
Randi Winston ◽  
...  

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