Play-based learning as a context for culturally responsive teaching for young Indigenous children: Insights from a bounded case study

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.authorNeogi, Prama
dc.contributor.committeememberLenters, Kimberly
dc.contributor.committeememberO'Brien, Mary
dc.date2022-06
dc.date.accessioned2022-05-13T15:01:00Z
dc.date.available2022-05-13T15:01:00Z
dc.date.issued2022-04-25
dc.description.abstractDespite the growing urgency for the preservation and revitalization of, and education in Indigenous languages, very little research has been done on effective pedagogical practices that promote strong bilingual development for early learners. This study investigates the effects of an early bilingual play-based intervention among Chakma youngsters in a small rural community of Bangladesh. A case study research approach is adopted to glean deep qualitative insights into various dimensions of the program and its implementation. Photographic evidence, field notes and a reflective journal, interview data, and artefacts of children’s learning constitute the data, analyzed holistically for emergent themes. Three key themes are identified in the findings: (1) the centrality of the teacher, (2) the value of the first language and culture in accounting for a number of outcomes, and (3) the importance of play as a space for engaging children in purposeful, meaningful ‘work’ that promotes the goals of early childhood learning – especially in setting the foundations of language and early literacy learning yet to come. Five promising practices evolve from the data, most important of which are early intervention and a play-based approach that provides a context for culturally responsive practices. Cautions include the transitional nature of the program that threatens the stability of the children’s first language. This may lead to subtractive bilingualism, leaving these children linguistically and, in turn, educationally vulnerable for life.en_US
dc.identifier.citationNeogi, P. (2022). Play-based learning as a context for culturally responsive teaching for young Indigenous children: Insights from a bounded case study (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39778
dc.identifier.urihttp://hdl.handle.net/1880/114663
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectindigenous educationen_US
dc.subjectbilingual educationen_US
dc.subjectplay-based learningen_US
dc.subjectculturally responsive pedagogyen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Early Childhooden_US
dc.subject.classificationLanguageen_US
dc.titlePlay-based learning as a context for culturally responsive teaching for young Indigenous children: Insights from a bounded case studyen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrueen_US
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