The Ambivalence of Assessment -- Language Assessment of Minority-Language Children in Early Childhood Education and Care

Autor/in	Jahreie, Josefine
Titel	The Ambivalence of Assessment -- Language Assessment of Minority-Language Children in Early Childhood Education and Care
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 5, S.715-732 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jahreie, Josefine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1968459
Schlagwörter	Language Minorities; Preschool Children; School Readiness; Educational Policy; Language Proficiency; Norwegian; Indo European Languages; Preschool Teachers; Cross Cultural Studies; Municipalities; Foreign Countries; Language Acquisition; Second Language Learning; Early Intervention; Play; Student Centered Learning; Educational Philosophy; Professional Autonomy; Teacher Attitudes; Social Integration; Denmark; Norway (Oslo) + Suchen Sie Ihr Suchwort? Sprachminderheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Politics of education; Bildungspolitik; Language skill; Language skills; Sprachkompetenz; Norwegisch; Indoeuropäisch; Erzieher; Erzieherin; Kindergärtnerin; Cultural comparison; Kulturvergleich; Magistrat; Ausland; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Spiel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsphilosophie; Erziehungsphilosophie; Berufsfreiheit; Lehrerverhalten; Soziale Integration; Dänemark
Abstract	Language development in early childhood education and care (ECEC) has received increased policy attention in the past 20 years. Yet, few empirical studies have explored language assessment from the standpoint of ECEC teachers. Transnational organizations, such as the Organization for Economic Co-operation and Development (OECD), have increased their influence over national ECEC curriculums, stressing early intervention/readiness-for-school approaches to assist vulnerable groups in society. In contrast, the Nordic social pedagogy field perceives early intervention policies a threat to child-centered, playful approaches to learning. Based on interviews with 11 Danish and 11 Norwegian ECEC teachers in Copenhagen and Oslo municipalities, three main forms of ambivalence are identified: (1) ambivalence toward the 'ready-for-school' discourse, (2) ambivalence toward professional autonomy and discretion, and (3) ambivalence toward integration policy and the ideological code of 'the standard child.' The study recommends a more inclusive understanding of the implications of 'adequate language proficiency' and 'school readiness.' (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01