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dc.contributor.author | Boon, Wietske![]() |
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dc.contributor.author | Eloff, Irma![]() |
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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 |