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首页> 外文期刊>Open Journal of Social Sciences >Inclusive Language as a Pedagogical and Motivational Tool in Early Childhood Settings: Some Observations
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Inclusive Language as a Pedagogical and Motivational Tool in Early Childhood Settings: Some Observations

机译：包容性语言作为早期儿童环境中的教学和励志工具：一些观察

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摘要

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.
机译：包容性语言对于培养包容性，归属性和幼儿儿童的估值至关重要。在幼儿系环境中，包容性语言不仅可以有效地传达指导，而且为所有儿童提供真正的期望和希望。然而，教师使用非包容性语言可以作为抑制作用，最大限度地减少儿童如何公开学习和合作学校的同龄人和教师。通过创造性的内容分析方法分析了教师的语言使用从幼儿课堂的观察研究中，揭示了教师的非包容性语言对儿童学习，社会化，情感健康以及学习动机的影响。我们将有效的培训和专业发展确定为增进和装备具有包容性语言的知识和技能的重要培训和专业发展，特别是幼儿教育中的教学和动机工具。该研究建议教师意识到使用包容性语言的重要性及其对教育儿童而不是使用非包容性语言的重要益处。还提供了对使用包容性语言的一些实际影响。

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