Using vignettes to understand the social-emotional experiences of three-year-olds in diverse language contexts

Show simple item record

dc.contributor.author Boon, Wietske
dc.contributor.author Eloff, Irma
dc.date.accessioned 2024-08-08T11:31:27Z
dc.date.available 2024-08-08T11:31:27Z
dc.date.issued 2023
dc.description DATA AVAILABILITY STATEMENT : The data that supports the findings of this study are available from the first author, upon reasonable request. The data is not publicly available given several ethical restrictions, including the fact that it contains information that could compromise the privacy of the research participants. en_US
dc.description.abstract In this article, we report on the educational experiences of young Afrikaans mother tongue South African children who are exposed to multilingual learning environments during their preschool years. We carried out phenomenological research using a vignette research design that provided observational, co-experiential data of the lived experiences of three-year-old boys as they engaged with formal and informal learning. We controlled vignette data that had been collected through observations, written teacher validation, and face-to-face interviews against existing literature to provide in-depth insights into the participants’ different experiences of and within their learning environments. Findings indicate specific areas in which young children may need additional support in multilingual learning environments, in terms of 1) social-emotional security experienced in the learning environment, 2) intentional development of empathy for peers, 3) independence and initiative taking in informal settings, and 4) interactive communication. Although we focused on a South African context, these findings may inform future interventions to support children in multilingual language environments in their early years. en_US
dc.description.department Educational Psychology en_US
dc.description.librarian am2024 en_US
dc.description.sdg SDG-04:Quality Education en_US
dc.description.sponsorship The South African Academy for Science and Arts (Suid-Afrikaanse Akademie vir Wetenskap en Kuns). en_US
dc.description.uri http://journals.ukzn.ac.za/index.php/joe en_US
dc.identifier.citation Boon, W. & Eloff, I. 2023, 'Using vignettes to understand the social-emotional experiences of three-year-olds in diverse language contexts', Journal of Education, no. 93, pp. 43-63. http://dx.DOI.org/10.17159/2520-9868/i93a03 en_US
dc.identifier.issn 0259-479X (print)
dc.identifier.issn 2520-9868 (online)
dc.identifier.other 10.17159/2520-9868/i93a03
dc.identifier.uri http://hdl.handle.net/2263/97540
dc.language.iso en en_US
dc.publisher University of KwaZulu-Natal, School of Education and Development en_US
dc.rights © University of KwaZulu-Natal, School of Education and Development. en_US
dc.subject Multilingualism en_US
dc.subject Early learning en_US
dc.subject Social-emotional experiences en_US
dc.subject Vignette research en_US
dc.subject SDG-04: Quality education en_US
dc.title Using vignettes to understand the social-emotional experiences of three-year-olds in diverse language contexts en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record