Inclusive Language as a Pedagogical and Motivational Tool in Early Childhood Settings: Some Observations

Autor/inn/en	Ackah-Jnr, Francis R.; Appiah, John; Kwao, Alex
Titel	Inclusive Language as a Pedagogical and Motivational Tool in Early Childhood Settings: Some Observations
Quelle	8 (2020), S.176-184 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ackah-Jnr, Francis R.) ORCID (Appiah, John) ORCID (Kwao, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5952
Schlagwörter	Inclusion; Early Childhood Education; Early Childhood Teachers; Language Usage; Classroom Environment; Faculty Development; Teacher Education; Teaching Methods; Social Development; Emotional Development; Well Being; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Klassenklima; Unterrichtsklima; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Ausland
Abstract	Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of children in early childhood education. In early childhood settings, inclusive language is used not only to effectively communicate instruction but also provide genuine expectations and hope for all children. However, teachers' use of non-inclusive language can serve as a disincentive, minimising how children openly learn and collaborate with peers and teachers in schools. Analysing a teacher's language use from an observational study in an early childhood classroom through a creative content analytical approach, this study reveals that teachers' non-inclusive language use impact negatively on children's learning, socialisation, emotional wellbeing, and motivation to learn. We identified effective training and professional development as an important vehicle to enhance and equip teachers with knowledge and skills of using inclusive language, particularly as both a pedagogical and motivational tool in early childhood education. The study recommends that teachers should be made aware of the importance of using inclusive language and its associated benefits for educating children rather than the use of non-inclusive language. Some practical implications for using inclusive language are also provided. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01