Singing as Language Learning Activity in Multilingual Toddler Groups in Preschool

Autor/in	Kultti, Anne
Titel	Singing as Language Learning Activity in Multilingual Toddler Groups in Preschool
Quelle	In: Early Child Development and Care, 183 (2013) 12, S.1955-1969 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.765868
Schlagwörter	Singing; Preschool Children; Foreign Countries; Multilingualism; Toddlers; Video Technology; Sociocultural Patterns; Nonverbal Communication; Language Skills; Second Language Learning; Peer Relationship; Swedish; Preschool Education; Observation; Sweden + Suchen Sie Ihr Suchwort? Gesang; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Mehrsprachigkeit; Multilingualismus; Infant; Infants; Toddler; Kleinkind; Soziokulturelle Theorie; Non-verbal communication; Nonverbale Kommunikation; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Peer-Beziehungen; Schwedisch; Beobachtung; Schweden
Abstract	This research focused on learning conditions in preschool that support multilingual children's linguistic development. The aim of this paper was to study singing activities through the experiences of ten multilingual children in toddler groups (one to three years of age) in eight Swedish preschools. A sociocultural theoretical approach is used to understand the dynamics of children's learning and development. Data were gathered through videoed observation of practices. Singing activities in the preschools were analysed. Findings showed that singing activities offered children different communicative resources, such as lyrics, gestures, rhythm, artefact, and opportunities for repetition of the activity. The resources were used in a range of activities with others that supported change in children's level of participation. Linguistic participation by each child was not demanded and differences in children's linguistic skills did not, therefore, constitute a barrier to participation. However, how effectively the learning resources were used depended highly on the teachers' guidance practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10