Abstract
Socio-dramatic play is preschool children's leading learning activity (Karpov 2005; Vygotsky 1978). Yet entering play often poses challenges (Corsaro 2003), particularly for culturally and linguistically diverse (CALD) children (Hruska 2007). At preschool four-year-old CALD children are both acquiring a new language, and learning new rules, social structures and cultures. As 18% of Australian children possess diverse language heritages (Centre for Community Child Health and Telethon Institute for Child Health Research 2011), many CALD preschoolers may have compromised access to play. Using a multi-case study purposive design, this study investigated the circumstances under which CALD preschoolers access play. Ten children and four educators participated. Shyness/sociability, strategy use, English proficiency, common home knowledge and interests, mutual peer relationships, and peer support were found to be important to access. Recommendations include educator support for particularly shy, home-language-isolated CALD children through explicit language and social support, within a relevant, stimulating physical environment.
Published Version
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