Utilizing Dialogic Reading to Support Intercultural Learning in Early Childhood Education
Al-shaibane, Mina; Nyangena, Susan (2020)
Lataukset:
Al-shaibane, Mina
Nyangena, Susan
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202005067586
https://urn.fi/URN:NBN:fi:amk-202005067586
Tiivistelmä
The aim of this bachelor thesis was to support intercultural learning and diversity awareness for children aged 3-6 enrolled in a Finnish Early childhood education centre. The main method used was the dialogic reading of diverse children’s literature. This method was chosen based on the needs of the multicultural learning environment. Additionally, dialogic book and character bonding activities were used to assist children to connect more with the stories.
Data for this functional thesis was collected using observation and note-taking. Afterwards, the findings were evaluated by reflecting on the theoretical framework. The functional part was evaluated based on children’s feedback, level of engagement, observable emotions and reactions. Constructive feedback provided by educators, as well as parents was also considered.
Availing a broad selection of diverse children’s literature triggered children's curiosity. During dialogic reading sessions, children demonstrated empathy and problem-solving skills. Positive attitudes towards existing differences in the Finnish society were also generated. Acknowledging diversity represented in the group enhanced children’s participation.
Our conclusive opinion is that dialogic reading of diverse children’s literature is an effective tool for increasing children’s awareness in a rapidly evolving and multicultural society. An important discovery on our part that would serve as a recommendation for educators is that there is a wide range of diverse children’s literature available in Finnish libraries suitable for intercultural learning. We also see the potential for enhanced cooperation with parents judging by their willingness to contribute and support the learning process.
Data for this functional thesis was collected using observation and note-taking. Afterwards, the findings were evaluated by reflecting on the theoretical framework. The functional part was evaluated based on children’s feedback, level of engagement, observable emotions and reactions. Constructive feedback provided by educators, as well as parents was also considered.
Availing a broad selection of diverse children’s literature triggered children's curiosity. During dialogic reading sessions, children demonstrated empathy and problem-solving skills. Positive attitudes towards existing differences in the Finnish society were also generated. Acknowledging diversity represented in the group enhanced children’s participation.
Our conclusive opinion is that dialogic reading of diverse children’s literature is an effective tool for increasing children’s awareness in a rapidly evolving and multicultural society. An important discovery on our part that would serve as a recommendation for educators is that there is a wide range of diverse children’s literature available in Finnish libraries suitable for intercultural learning. We also see the potential for enhanced cooperation with parents judging by their willingness to contribute and support the learning process.