This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity.
This series of online resources looks at issues related to social diversity through a range of picture books. The term diversity can be used to cover a number of social categories including, but not limited to, representations and identity, ethnicity, sexuality, gender orientation, family setting and housing. The series aims to increase the range of picture books being shared in EYFS and KS1 classrooms by introducing picture books that explore ideas related to diversity.
With lots of practical examples, this article describes how children in nursery settings, many from Minority Ethnic Groups, some who experienced difficulties with learning, worked alongside their parents and other family members to create their own multimodal storybooks. The stories were translated into twelve different languages for sharing at home. Thanks to the English Association for allowing UKLA to reproduce the article.
Taking as its starting point a selection of surveys and policy documents before moving to consider views from theorists, writers and young readers, this article seeks to stimulate debate about why reading literature as part of the curriculum still matters.
Parent–child reading in English as a second language: Effects on language and literacy development..
UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2011. This paper highlights the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language.
