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Mother Tongue and Early Childhood Care and Education: Synergies and Challenges

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Title: Mother Tongue and Early Childhood Care and Education: Synergies and Challenges
Language: English
Authors: Shaeffer, Sheldon F., United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand)
Source: UNESCO Bangkok. 2020.
Availability: UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/
Peer Reviewed: N
Page Count: 19
Publication Date: 2020
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Descriptors: Native Language, Child Care, Early Childhood Education, Language of Instruction, Native Language Instruction, Transfer of Training, Second Language Learning, Well Being, Preschool Education, Elementary Education, Developmentally Appropriate Practices, Culturally Relevant Education, Teaching Methods, Literacy Education, Childrens Rights, Language Maintenance, Language Minorities, Indigenous Populations, Foreign Countries, Child Development, Cognitive Development
Geographic Terms: Malaysia, Asia
Abstract: Two major, inter-related issues are analysed in this paper -- mother tongue (MT) and early childhood care and education (ECCE). Evidence tells us that learning first in one's MT leads to better outcomes in the future -- for individuals, cultures, and nations. But MT is used rarely in ECCE programmes and the early grades of primary school so that many children are forced to learn in a language they poorly understand, and in an environment which neglects and even represses their cultural identity and the language which "carries" it. Evidence also tells us that good quality ECCE programmes enhance the well-being of young children. But many governments spend few resources on ECCE and put very little effort into creating a developmentally and linguistically appropriate curriculum and pedagogy for young pre-school children. The challenge is that while the most disadvantaged children benefit the most from ECCE programmes, these children participate in them the least. Thus, for both cultural and educational reasons, and as a child's right, ECCE and initial literacy should be provided in a child's MT, and actions can be taken at both macro- and micro-levels to ensure that this is achieved. In other words, the long and often difficult process of revitalising, maintaining, and further developing endangered languages of indigenous peoples must begin first in families and communities -- but then must continue into ECCE programmes and into the wider education system. Without this, indigenous, minority languages and cultures will never thrive -- and many will not survive.
Abstractor: As Provided
Entry Date: 2021
Access URL: https://bangkok.unesco.org/content/mother-tongue-and-early-childhood-care-and-education-synergies-and-challenge
Accession Number: ED610034
Database: ERIC
FullText Text:
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  Data: Mother Tongue and Early Childhood Care and Education: Synergies and Challenges
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  Label: Language
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shaeffer%2C+Sheldon+F%2E%22">Shaeffer, Sheldon F.</searchLink><br /><searchLink fieldCode="AR" term="%22United+Nations+Educational%2C+Scientific%2C+and+Cultural+Organization+%28UNESCO%29+Bangkok+%28Thailand%29%22">United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22UNESCO+Bangkok%22"><i>UNESCO Bangkok</i></searchLink>. 2020.
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  Data: UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Developmentally+Appropriate+Practices%22">Developmentally Appropriate Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Maintenance%22">Language Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Two major, inter-related issues are analysed in this paper -- mother tongue (MT) and early childhood care and education (ECCE). Evidence tells us that learning first in one's MT leads to better outcomes in the future -- for individuals, cultures, and nations. But MT is used rarely in ECCE programmes and the early grades of primary school so that many children are forced to learn in a language they poorly understand, and in an environment which neglects and even represses their cultural identity and the language which "carries" it. Evidence also tells us that good quality ECCE programmes enhance the well-being of young children. But many governments spend few resources on ECCE and put very little effort into creating a developmentally and linguistically appropriate curriculum and pedagogy for young pre-school children. The challenge is that while the most disadvantaged children benefit the most from ECCE programmes, these children participate in them the least. Thus, for both cultural and educational reasons, and as a child's right, ECCE and initial literacy should be provided in a child's MT, and actions can be taken at both macro- and micro-levels to ensure that this is achieved. In other words, the long and often difficult process of revitalising, maintaining, and further developing endangered languages of indigenous peoples must begin first in families and communities -- but then must continue into ECCE programmes and into the wider education system. Without this, indigenous, minority languages and cultures will never thrive -- and many will not survive.
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  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
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  Data: <link linkTarget="URL" linkTerm="https://bangkok.unesco.org/content/mother-tongue-and-early-childhood-care-and-education-synergies-and-challenge" linkWindow="_blank">https://bangkok.unesco.org/content/mother-tongue-and-early-childhood-care-and-education-synergies-and-challenge</link>
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  Data: ED610034
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Developmentally Appropriate Practices
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Literacy Education
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      – SubjectFull: Childrens Rights
        Type: general
      – SubjectFull: Language Maintenance
        Type: general
      – SubjectFull: Language Minorities
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Malaysia
        Type: general
      – SubjectFull: Asia
        Type: general
    Titles:
      – TitleFull: Mother Tongue and Early Childhood Care and Education: Synergies and Challenges
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            NameFull: Shaeffer, Sheldon F.
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              Y: 2020
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