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Language, Culture and Identity in the Early Years

Tözün Issa and Alison Hatt
Format
Book
Published
London ; New York : Bloomsbury Academic, 2013.
Language
English
ISBN
9781441145819 (hbk.), 1441145818 (hbk.), 9781441146144 (pbk.), 1441146148 (pbk.), 9781441186584 (ebk.), 1441186581 (ebk.), 9781441147011 (pdf), 1441147012 (pdf)
Contents
  • The early years foundation stage: historical context and recent developments
  • Minority education: developments in Britain
  • Setting the context: historical perspectives on personal, social and emotional development and the early years foundation stage
  • Personal, social and emotional development: exploring language, culture and identity
  • Multilingualism: key issues and debates
  • First and subsequent language acquisition: key issues and debates
  • The role of home languages in supporting the development of purposeful talk in early years settings
  • Supporting children's language development: the role of parents, carers and other adults
  • The development of communication and oracy
  • Making the transition to reception classes in primary schools
  • Conclusions and recommendations.
Description
xi, 243 pages ; 25 cm
Notes
Includes bibliographical references (pages [226]-236) and index.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| xi, 243 pages ; c| 25 cm
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    a| The early years foundation stage: historical context and recent developments -- Minority education: developments in Britain -- Setting the context: historical perspectives on personal, social and emotional development and the early years foundation stage -- Personal, social and emotional development: exploring language, culture and identity -- Multilingualism: key issues and debates -- First and subsequent language acquisition: key issues and debates -- The role of home languages in supporting the development of purposeful talk in early years settings -- Supporting children's language development: the role of parents, carers and other adults -- The development of communication and oracy -- Making the transition to reception classes in primary schools -- Conclusions and recommendations.
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