000			01599nab a22001817a 4500
003			BCACCS
005			20150728084335.0
008			100412s2014 000 0 eng d
040			_aBCACCS
100	1		_aJenkin, Chris _9545
245	1	0	_aBicultural babies _cChris Jenkin _h[citation] : _bimplementing Tiriti-based curriculum with infants and toddlers /
260			_c2014.
520	3		_aAn important essence in becoming bicultural and bilingual is for additional languages to be learnt early on. This article is based on an infant and toddler case study within my doctoral research to discover how practitioners with this age group incorporate the bicultural curriculum into their teaching. The methodology was action development which is a synthesis of appreciative inquiry and action research. The findings show that the early childhood practitioners had strategies to support and encourage the implementation of the bicultural curriculum with children less than two years of age. Working as team, modelling both te reo Maori and English, enabled the children to begin their bicultural journey. Practitioners using the appreciative approach built on their strengths to grow in confidence. This research is important for practitioners working with babies to ensure they have the possibilities to develop cognitively and linguistically through learning additional cultures and languages.
650		0	_aEarly childhood education _xCurricula _zNew Zealand _9527
690		4	_aMaori
773	0		_tAustralasian Journal of Early Childhood _gVol. 39, no. 3 (September 2014), p. 129-137
942			_2z _cARTICLE
999			_c1273 _d1273