Transition of boys with Language Acquisition Delay from ECE to School

Abstract

This thesis examines the importance of the teacher's role in providing a smooth and successful transition to School from Early Childhood Education for boys with Language Acquisition Delay. It explores the complexities and the importance of Language Acquisition of boys who transition to school and their experiences during the process. The purpose for the qualitative research study is to scrutinise language acquisition of boys who do not fall under the umbrella of special education but rather have experienced delays in language as late-talking children. It provides insights and a broader understanding of their teachers' pedagogical practices, beliefs and values on the transition process. The data challenges the status quo of a narrow and a blanket view that categorises LAD mainly as a disorder and invites the experts to investigate a broader perspective to help develop the right strategies and support. School readiness, parents, teachers' collaboration and other educators who play a pivotal role in children's transition process is encouraged and presented in relation to literature. Recommendation for further examination and study is proposed within the New Zealand context. Keywords: transition, language acquisition delay, boys, ECE, school, teachers.