BERA-TACTYC Early Childhood Research Review 2003-2017

BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK. The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, policy makers and teachers in further and higher education. We intend to create a User Review that will be aimed at practitioners and to engage other stakeholders in current trends and debates. The Review is being launched at a time of change and uncertainty within early childhood education and care, and we hope that the Review will provide a focal point for discussions about future directions in the four UK policy frameworks, the importance of research, and how we use research evidence to inform provision and practice

Ya Basta: and Other Stories

Ya Basta: and Other Stories is collection of short stories that covers a breadth of experiences, cultures, genres, and realities

‘It depends on us’: The experiences of fifteen young Burmese migrants living in the border town of Mae Sot, Thailand

The Burmese diaspora in Thailand attracts significant academic attention. However, the voices of migrant Burmese children are largely unexplored and often ignored altogether. On arriving in Thailand young migrants find themselves located within a new cultural, social, and linguistically different geographic space. Underpinned by the recognition that migrant youth actively engage with the world around them, this study challenges the idea that young migrants are passive bearers of circumstance. Rather, as they seek education in Thailand they exercise their agency in unique ways by performing their cultural traditions, creating their ‘own place’, navigating opportunities, voicing critical political opinions, displaying resilience and setting future goals. Using the participatory method of ‘photo-voice’ this research explores the everyday experiences and stories of fifteen Burmese migrant children living in Thailand as they present them through photography. The participants, most of whom crossed the border unaccompanied, have assessed the relative opportunities available to them in Burma and Thailand. They have chosen to endure the hardships associated with living in a marginalised space away from their parents, culture and country in order to gain an education in Thailand. Technically considered ‘illegal’, these young migrants are facing their present challenges, setting life goals and bending the rules in order to receive an education and establish successful futures

Permafrost, Vol. 25 (Fall 2003)

Permafrost would like to thank the Alaska State Council on the Arts, the University of Alaska Fairbanks for their funding and Support.Now You See It, Now You Don't / Joseph Green -- Snow Meridian / Ander Monson -- Bank Repos for Sale / Elena Mauli -- I'll bet Barabbas Made his plane / Mark Collins -- Deliberate Amnesia / William Woolfitt -- Disturbance / Sally Ridgeway Proler -- Skipping The Monday Lunch / Susan Wheatley -- Card Shark / J.P. Dancing Bear -- The Business of Crows / Joseph Green -- Walking the Dogs with two boys / Mary Arete Moodey -- Alchemy / David Masello -- El Presidente De Mexico / P. Culkin Ruddy -- The Necropolitans / S.E. Gilman -- After Hearing the O.J. Simpson Verdict on the Birthday of a Still Beloved Ex-Husband (A Lawyer in L.A.) / Jane Calfee -- Ten Words Liberate a life / Demetrice Anntia Worley -- My Muse II / Tim Amsden -- Now That I'm Dead, Nobody Likes My Style / Linda Button -- Air Conditioning and Heat / Mark Brazaitis -- Returning to 'Ozymandias' As I Consider the Near Desert / Laverne Frith -- Laws / Lightsey Darst -- All action is the past / Ander Monson -- Banana's / Rose R. Rousseau -- Winner, 2003 Midnight Sun Fiction Contest: Tempomry Woman / Diane LaBlanc -- Winner, 2003 Farthest North Haiku Contest / anya -- Honorary Mention, 2003 Farthest North Haiku Contest / Kathy Lippard Cob

Like Bone From Skin (Original writing).

In October 1983, 8-year-old Christine Jessop went missing from the tiny Ontario town of Queensville. The discovery of her body months later sparked one of Canada\u27s most embarrassing murder investigations. Like Bone From Skin revisits Queensville in the days after Christine Jessop\u27s disappearance and discovery, recreates the fixed image of death and public record, and focuses its lens on five fictional characters who face the challenge of looking at the events of their own lives while watching the death of a child unfold in their midst. Source: Masters Abstracts International, Volume: 45-01, page: 0080. Thesis (M.A.)--University of Windsor (Canada), 2006

Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo

The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making. Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (García and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilinguals’ wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making. Valley Hill in Cairo, Egypt is a British school which encourages ‘English-only’ as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3–4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play. The findings of this study suggest that although there is an ‘English-only’ approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young children’s meaning-making to enable learning