Supporting (Super)Diversity in Early Childhood Settings

Vandenbroeck, Michel

doi:10.4135/9781526402004.n25

Cited by 13 publications

(12 citation statements)

References 41 publications

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“…We should all strive to promote the implementation of commitments defined in the Convention on the Rights of the Child (1989), and not to see children merely as future adults but to ensuretheir well-being and enable them to participate here and now, which is a key condition for successful learning (Vandenbroeck, 2011). In accordance with the Convention on the Rights of the Child (1989), a child must be seen as an active member of society with the right to be heard, and must be able to participate in the processes that concern him/her, and thus preschool education programs should not be seen as something that (re)shapes a child's future but as a partner when striking out on an uncertain path (NESSE, 2009: 50).…”

Section: Resultsmentioning

confidence: 99%

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

Jager

2016

ZIPI

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Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.

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Section: Resultsmentioning

confidence: 99%

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

Jager

2016

ZIPI

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“…Although traditional models of bilingual education and HL support in community schools and in the family provide us with knowledge on some HL support strategies, these educational settings typically require an overlap between the children's and to teachers language repertoires, which is often unattainable in superdiverse groups (Vandenbroeck, 2018). As the overlap between the language repertoires of staff and children within Norwegian ECEC groups tends to be rather limited (Romøren et al, 2021), teachers need to look for alternative approaches to support children's HLs in such settings.…”

Section: Translanguaging and Hl Support In Mainstream Monolingual Educational Contextsmentioning

confidence: 99%

Translanguaging Strategies in Superdiverse Mainstream Norwegian ECEC: Opportunities for Home Language Support

Tkachenko

Romøren

Garmann

2021

Journal of Home Language Research

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In Norway, 92% of all children between 1 and 5 attend early childhood education and care (ECEC), and 18% of these children are minority language speakers. The Framework Plan for Content and Tasks of Kindergartens (Ministry of Education, 2017, p. 24) states that ECEC staff shall 'help ensure that linguistic diversity becomes an enrichment for the entire group of children and encourage multilingual children to use their mother tongue while also actively promoting and developing the children's Norwegian/Sami language skills'. In this paper, we present a study of how home language (HL) support takes place within the context of Norwegian ECEC, focusing on the strategies used by the staff to promote HL use. After analysing 26 narratives from practice, we found that the most common strategies employed were initiating activities that encourage HL use, facilitating metalinguistic conversations and consulting/involving language experts. The strategies available depend on contextual factors, such as the number of children present and the languages spoken by both children and staff. The HL support strategies are discussed in light of the interplay between teachers' language ideologies, planned actions and spontaneous responses in situations where children's HLs are involved inspired by the theories in García, Johnson and Seltzer's study (2017).

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“…Økende språklig mangfold gjør den tradisjonelle tenkningen for tospråklig assistanse vanskeligere å få gjennomført i hypermangfoldige barnegrupper. Det er behov for å tenke nytt omkring hvordan dynamisk flerspråklig kompetanse for alle barn kan tas på alvor i barnehagen (Vandenbroeck, 2017).…”

Section: Nye Måter å Tenke Arbeid Med Flerspråklighet Påunclassified

Mot en ny satsing på flerspråklighet – en analyse av språkpolitiske føringer i barnehagens styringsdokumenter

Giæver

Tkachenko

2020

nse

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In this article, we discuss how language policy for multilingualism in Norwegian early childhood education has changed during the last 30 years. Drawing on discourse analysis of central official policy documents from different time periods, we discuss the change towards a monolingual language policy. Our analysis shows controversies and inconsistencies in the policy. As we critically question this development, we also discuss the opportunities the current early childhood curriculum opens for supporting multilingual children and connect it to recent research on superdiversity and dynamic and flexible multilingualism.

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Supporting (Super)Diversity in Early Childhood Settings

Cited by 13 publications

References 41 publications

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

Translanguaging Strategies in Superdiverse Mainstream Norwegian ECEC: Opportunities for Home Language Support

Mot en ny satsing på flerspråklighet – en analyse av språkpolitiske føringer i barnehagens styringsdokumenter

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