Multicultural Children in the Early Years: Creative Teaching, Meaningful Learning (Bilingual Education and Bilingualism, 16)

The Authors Explore The Experiences Of A Group Of Young Mulitcultural, Bilingual Children And Their Parents Through The Beginning Of The Early Years Of Their School Careers. They Examine The Attempts Of Teachers To Teach Creatively Within The Constraints Of A Prescribed Curriculum, And The Meanings The Children Attached To Their Learning. Acknowledgements -- Glossary -- Introduction -- 1. Teachers' Perspectives -- 2. Teaching The National Curriculum -- 3. Creative Teaching -- 4. The Educational Significance Of Stories -- 5. Bilingual Children In Transition -- 6. Opportunities For Learning -- 7. Children's Identities -- 8. The Parents' Perspectives -- References -- Index. Peter Woods, Mari Boyle, And Nick Hubbard. Includes Bibliographical References (p. 210-219) And Index. "How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children?" "In answering these questions the authors draw on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures."--Jacket The authors explore the experiences of a group of young, multicultural, bilingual children and their parents through the beginning of the early years of their school careers. They examine the attempts of teachers to teach creatively