Inclusive Language, Pedagogy, and Motivation in Early Childhood Education

We examine language usage in early childhood education settings, highlight the effects of non-inclusive language, and propose ways to improve the use of inclusive language in teaching and learning in this chapter. To gain rich meanings of non-inclusive language, we utilised a classic extract from an observation research as the basis for a creative content and textual analysis. Inclusive language is essential for developing inclusiveness, belonging, and worth in children. Inclusive language is used in early childhood education settings to clarify teaching and create realistic expectations for all children. Instructors’ non-inclusive language, on the other hand, can be a disincentive, restricting how openly youngsters learn and cooperate with classmates and teachers in schools. The language used by instructors is examined in this study, and it is discovered that non-inclusive language can have a negative impact on children’s learning, socialisation, emotional well-being, and motivation to learn. We observed that strong inclusiveness training and professional development programmes may assist teachers in gaining the knowledge and skills necessary to use inclusive language in the classroom, particularly as a pedagogical and motivating tool in early childhood education. Instead of employing non-inclusive language, the study suggests that instructors be made aware of the importance of inclusive language and its accompanying advantages for educating children. There are also some practical ramifications for utilising inclusive language.

Author(s) Details:

Francis R. Ackah-Jnr,
Griffith College & Griffith University, Gold Coast, Australia and Department of Basic Education, University of Cape Coast, Cape Coast, Ghana.

John Appiah,
Department of Basic Education, University of Cape Coast, Cape Coast, Ghana and  Department of EFLT, College of Education, Auburn University, Alabama, USA.

Alex Kwao,
Department of Basic Education, University of Cape Coast, Cape Coast, Ghana.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6725

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