Description : How can we build a strong literacy foundation for children? This book appreciates that learning and language development start with the play episodes, oral language practices, wordplay activities, print encounters, reading events, and writing experiences that children engage in during the early years of life. Filled with rich language activities, The Cornerstones to Early Literacy shows teachers how to create active learning experiences that are essential to building early literacy. This comprehensive handbook is organized around the following topics: Play Experiences - Understanding the early stages of learning and all aspects of the play-literacy connection ; Oral Language - Supporting opportunities for child talk with suggested conversation starters and events that involve personal timelines and storytelling ; Language Awareness and Word Play - Creating a balanced approach to language learning using games and activities that involve literature, music, choral speaking, sound games, and more ; Print Encounters - Discovering, reproducing, and creating all forms of environmental print ; Reading Events - Integrating read-aloud and shared book experiences with proven strategies for supporting and observing young readers ; Writing Experiences - Identifying early writing characteristics and techniques for moving children along in their writing.
Description : This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice. Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction. Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.
Description : Focuses on the implementation of professional development for early childhood educators, describing a number of models for improving early childhood care. This title provides future developers of professional development with a road map for what works and what might not be as effective.
Description : Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
Description : Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development.
Description : This title examines the relationships between the personal, social and educational experiences of children and explores the ways in which they are influenced by the use multiple modes of communication and the use of new technologies that enable them to make meaning in multimodal environments.
Description : In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however, models of multi-tiered service delivery are only in the beginning stages of development in early childhood education settings such as preschools. This text provides early-childhood professionals with an introduction to tiered service delivery and practical considerations in the implementation of a multi-tier system of supports with particular emphasis on early childhood law and ethics, assessment and intervention, developmental disabilities, and family engagement.
Description : "This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.
Description : The issues which the editor of the book brings together are really major concerns in the present changing educational scenario. The noteworthy aspect of the book is that each chapter includes a number of study activities which would enable readers to relate ideas under discussion to their own professional contents... the book could be useful for planners and policy makers, and serve as a resource book for persons who are concerned for education of all children in a social setting' - "Journal of Education Planning and Administration " Bringing together many professional perspectives on inclusive education, this book explains: policy changes and the role of curriculum and resources in realizing the ideal of inclusion. It reviews different approaches to educational management; and looks at the history of management in special education. The contributions reflect a period of transition from the special and segregated practices of 20 years ago, to the more intergrated developments of the 1980s, and the wider discourse about inclusive' education.