Supporting Language Development of Children with an Immigrant Background in Early Childhood Education
Järnström, Riitta (2021)
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021120123071
https://urn.fi/URN:NBN:fi:amk-2021120123071
Tiivistelmä
The purpose of this thesis was to study the linguistic development of children, especially the linguistic development of children with an immigrant background and how language development can be supported in early childhood education. The theoretical framework of this thesis consists of language development and acquisition, linguistic and cultural diversity in early childhood education, including the psychological perspective, bilingualism and multilingualism. The target group for this thesis was children in early childhood. The aim was to provide ways to support the language of children with an immigrant background for those working in early childhood education and others interested in supporting language development.
The thesis followed the form of a qualitative, descriptive literature review. The research questions that formed the basis of the thesis were: What is the language development like in early childhood for children who have an immigrant background and what kind of means can be utilized in a linguistically and culturally diverse early childhood education to support language development? Data search was done through Laurea Libguides social services databases. Five research articles created the framework for the analysis process. Literature review data was analyzed by data-driven content analysis.
The results provided an overview of how multilingualism, multiculturalism and immigration issues should be better integrated into early childhood education plans. Educating educators about multiculturalism and diversity is also important in supporting children’s linguistic development. Another factor in the results was the importance of supporting the child's native language. Cooperation with parents was an issue that emerged and the substantial role of early childhood educators in supporting the language development of children with an immigrant background in particular; language support should be sufficiently frequent, regular and individual.
The thesis followed the form of a qualitative, descriptive literature review. The research questions that formed the basis of the thesis were: What is the language development like in early childhood for children who have an immigrant background and what kind of means can be utilized in a linguistically and culturally diverse early childhood education to support language development? Data search was done through Laurea Libguides social services databases. Five research articles created the framework for the analysis process. Literature review data was analyzed by data-driven content analysis.
The results provided an overview of how multilingualism, multiculturalism and immigration issues should be better integrated into early childhood education plans. Educating educators about multiculturalism and diversity is also important in supporting children’s linguistic development. Another factor in the results was the importance of supporting the child's native language. Cooperation with parents was an issue that emerged and the substantial role of early childhood educators in supporting the language development of children with an immigrant background in particular; language support should be sufficiently frequent, regular and individual.