By Peter Woods;etc.;Mari Boyle;Nick Hubbard
The authors discover the reviews of a bunch of younger mulitcultural, bilingual young children and their mom and dad during the starting of the early years in their institution careers. They research the makes an attempt of academics to educate creatively in the constraints of a prescribed curriculum, and the meanings the kids hooked up to their studying.
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Extra resources for Multicultural Children In the Early Years: Creative Teaching, Meaningful Learning
We could label them in general terms as being of South Asian origin, whilst at the same time the majority were British Asians, having been born in Britain. They could be identified more particularly by their country of origin, Pakistani, Indian, Bangaldeshi, or by their religious beliefs, Muslim (Pakistani and Bangladeshi children), Sikh (Panjabi Indian), Hindu (Indian). Culture is not an inert state. Whilst there may be traditions which have been part of a particular culture for hundreds or even thousands of years, there are constantly new practices which become absorbed into that culture.
Dressing up' was closely linked to home play, and both nurseries contained a few Asian materials with which children could make saris. At Bridge there were opportunities for children to make barfi and other Asian foods during the week in which Diwali or Eid were celebrated. At such times at Westside there would be appropriate wall displays based on children's pictures of divas or of mendi patterns. At Bridge, teachers prepared displays connected with topics in which they were encouraging the children to become interested, including temporary table displays consisting of pictures and artefacts connected with the current celebration of Diwali or Eid.
However, community leaders were rarely invited to the school to share in the festivals celebrated by staff and pupils. While both the nurseries and the lower school aimed at providing resources which would stimulate children's learning, there was potential for further development of resources relevant to the children's cultures and languages, as we go on to discuss. The cultural relevance of context Both nurseries attempted to make the educational context culturally relevant. < previous page page_25 next page > < previous page page_26 next page > Page 26 The home corners provided the potential for imaginative play related to the children's own familial experiences.