Child-Meaningful Learning In Two Nursery Settings

Hubbard, Nicholas P. (1998). Child-Meaningful Learning In Two Nursery Settings. MPhil thesis The Open University.



This study examines the nature of the provision for a group of bilingual Asian children on entry to and during their time in two nursery settings in a town in the South Midlands. The research explores two themes. The first is the degree to which, in the context of early years practice, the curriculum in each setting provided relevant and developmental experiences for their bilingual children. The second is the extent of the knowledge and understanding amongst educators of issues related to planning for cultural and language diversity in their schools. The study included interviews with educators and parents as well as observations in the classroom.

Chapter One sets out the origins of the research, my reasons for embarking on it and its significance in relation to other research in this field. Chapter Two discusses the ethnographic methodology employed in the research, and how the study was established and conducted. Chapter Three examines the theoretical standpoint on which the dissertation is based, including theories of play, cultural and language diversity, and collaborative teaching and learning. Chapter Four examines the parents’ views and experiences in relation to their informal education of their children at home, and the cultural tensions arising from their and their children’s engagement with the nurseries. By means of interviews with educators and observations in the classroom Chapter Five provides a critique of the educators’ policies, views and practices in relation to their provision for their bilingual learners. Chapter 6 summarises the findings of the research in relation to early years practice, provision for cultural and language diversity, and parental involvement in the settings As a result recommendations for developments in policy and practice arc made to the schools. Chapter Six also examines the discussions which took place with the schools as a result of those recommendations.

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