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dc.contributor.authorScott, Melissa
dc.date.accessioned2014-03-04T16:22:17Z
dc.date.available2014-03-04T16:22:17Z
dc.date.issued2008-12
dc.identifier.otherscott_melissa_l_200812_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/scott_melissa_l_200812_ms
dc.identifier.urihttp://hdl.handle.net/10724/25307
dc.description.abstractCultural contexts shape the identities of young bicultural and bilingual children. In this study, I looked at the development of a bicultural and bilingual 2-year-old’s social interactions in an American educational setting using a sociocultural framework. Social interactions and the culture of the classroom were assessed through participant observations, teacher interviews, and parent questionnaires. Other supplemental data gathering techniques were implemented to further explore the world of this specific child. The results of this study give teachers insight into how the cultural practices in early education classrooms affect the identities that this bicultural and bilingual child performs in specific environmental contexts.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectBicultural, Bilingual
dc.subjectEarly Childhood Education
dc.subjectSociocultural
dc.subjectSocial Interactions
dc.subjectCase Study
dc.subjectYoung Children
dc.subjectToddler
dc.titleNegotiating social interactions in an American early education classroom
dc.title.alternativethe case of a bicultural and bilingual toddler
dc.typeThesis
dc.description.degreeMS
dc.description.departmentChild and Family Development
dc.description.majorChild and Family Development
dc.description.advisorMariana Souto-Manning
dc.description.committeeMariana Souto-Manning
dc.description.committeeJobeth Allen
dc.description.committeeKyunghwa Lee
dc.description.committeeCharlotte Wallinga


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