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Language and Literacy Development in Early Childhood [Minkštas viršelis]

4.50/5 (4 ratings by Goodreads)
(University of Sydney), (University of Sydney), (University of Sydney)
  • Formatas: Paperback / softback, 250 pages, aukštis x plotis x storis: 250x177x13 mm, weight: 420 g, 11 Tables, black and white; 35 Halftones, black and white
  • Išleidimo metai: 02-Jun-2016
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1107578620
  • ISBN-13: 9781107578623
Kitos knygos pagal šią temą:
Language and Literacy Development in Early ChildhoodDidesnis paveikslėlis
  • Formatas: Paperback / softback, 250 pages, aukštis x plotis x storis: 250x177x13 mm, weight: 420 g, 11 Tables, black and white; 35 Halftones, black and white
  • Išleidimo metai: 02-Jun-2016
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1107578620
  • ISBN-13: 9781107578623
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781107578623.html
Raktažodžiai:
This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.

This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Theoretically grounded and practically focused, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years.

Daugiau informacijos

This book provides pre-service and practising teachers with an accessible, integrated approach to language and literacy learning in early childhood.
Contributors xii
Acknowledgements xiv
Chapter 1 Introduction: The importance of language in our lives
1(4)
Further reading
4(1)
Chapter 2 Learning how to mean: Dimensions of early language development
5(16)
Anticipated outcomes for the
Chapter
5(2)
Introduction
7(1)
What enables learning of our first language?
7(2)
Learning to talk
9(1)
The relationship between meaning and language structure
10(1)
The importance of social interaction in language development
11(3)
Learning language: Learning culture
14(2)
Supporting children's language development in the early years
16(1)
Drawing it all together
17(1)
Questions for further discussion
17(1)
Further reading
18(1)
Useful websites
18(1)
References
18(3)
Chapter 3 Playing with language: Imaginative play, language development and technology
21(20)
Anticipated outcomes for the
Chapter
21(1)
Introduction
22(1)
Play
23(3)
Fostering language development through imaginative play
26(2)
Introducing a new kind of play: Digital play
28(2)
The interrelationship between digital and more traditional forms of play
30(3)
Play, technology and social interaction
33(2)
Play-based pedagogy for language learning
35(1)
Playful activity
35(2)
Drawing it all together
37(1)
Questions for further discussion
37(1)
Further reading
37(1)
References
38(3)
Chapter 4 Talking to learn: Listening to young children's language
41(19)
Anticipated outcomes for the
Chapter
41(1)
Introduction
42(1)
How language develops: Starting at home
43(1)
Learning to represent knowledge through oral language
44(4)
Moving from spoken to written texts
48(1)
Producing texts: A young learner's ability to choose
49(1)
Social factors in language development
49(2)
Identifying patterns from word to text
51(1)
Learning through spoken interaction
52(3)
Scaffolding: Controlled, guided and independent practice
55(1)
Drawing it all together
56(1)
Questions for further discussion
57(1)
Further reading
57(1)
References
57(3)
Chapter 5 Difference and diversity in language and literacy development
60(16)
Anticipated outcomes for the
Chapter
60(1)
Introduction
61(1)
Supporting young students to develop their identities as bilingual and bicultural learners
62(2)
Interview with Amenah Mourad, a bilingual educational leader
64(2)
Learning to interact orally in English
66(2)
Developing literacy in English
68(2)
Learning about the structures and features of English
70(1)
Drawing it all together
71(1)
Questions for further discussion
71(1)
Further reading
72(1)
Organisations and resources for teachers
73(1)
References
73(3)
Chapter 6 Aboriginal perspectives in the early childhood literacy classroom
76(19)
Anticipated outcomes for the
Chapter
76(1)
Introduction
77(1)
Australia is (and always was) a multilingual, multicultural society
78(3)
The importance of the home language as a starting point for reading and writing
81(1)
Learning about culture through story
82(1)
Interview with Helen Empacher, school principal and Aboriginal woman, descendent of the Yuin people of NSW
83(1)
Developing an Aboriginal perspective
84(1)
Helen Empacher's lesson plan example
85(2)
Helen Empacher teaches the lesson on Our Little Yuin to a kindergarten class
87(3)
Cultural inclusion: Learning who `we' are
90(1)
Drawing it all together
90(1)
Questions for further discussion
90(1)
Further reading
90(2)
Useful websites
92(1)
References
92(3)
Chapter 7 Reading with children: Quality literature and language development
95(16)
Anticipated outcomes for the
Chapter
95(2)
Introduction: Shared reading of literature
97(2)
Literature `lessons'
99(2)
Seeing self in stories
101(1)
Book talk: Aidan Chambers' Tell Me framework
101(1)
Quality literature
102(1)
Rich learning experiences with literature
103(2)
Drawing it all together
105(1)
Questions for further discussion
106(1)
Further reading
106(3)
Useful websites
109(1)
References
109(2)
Chapter 8 Supporting the emergent reader
111(23)
Anticipated outcomes for the
Chapter
111(1)
Introduction
112(1)
What happens as we read together
113(3)
A short history of reading
116(3)
Phases of reading and literacy development
119(1)
Making meaning using letter-sound knowledge
120(2)
English orthography
122(1)
Phonemic awareness
123(1)
Developing phonological knowledge as part of learning to read
124(1)
Daily activities
125(4)
Drawing it all together
129(1)
Questions for further discussion
129(1)
Further reading
129(1)
Useful websites
130(1)
References
130(4)
Chapter 9 Storying and the emergent storyteller and writer
134(13)
Anticipated outcomes for the
Chapter
134(2)
Introduction
136(1)
The narratives of young children: Establishing a sense of self and identity through story
137(1)
Becoming a confident storyteller: The teacher as storyteller
137(4)
Supporting children's storying development in the early years: Listening to each other
141(2)
Oral storying and the emergent creative writer
143(1)
Drawing it all together
144(1)
Questions for further discussion
144(1)
Further reading
144(1)
Useful websites
144(1)
References
145(2)
Chapter 10 Making meaning with image and text in picture books
147(22)
Anticipated outcomes for the
Chapter
147(1)
Introduction
148(1)
A short history of picture books
149(3)
The parts of a picture book
152(2)
Engaging with picture books using a visual metalanguage
154(1)
Exploring the different levels of picture books
155(1)
Focusing on the visual mode
155(2)
Working with the visual and written modes
157(2)
Using a visual metalanguage when reading picture books
159(3)
Creating visual and multimodal texts
162(1)
Drawing it all together
163(1)
Questions for further discussion
163(1)
Further reading
163(1)
Picture books
163(3)
Wordless books
166(1)
References
166(3)
Chapter 11 Digital literacies in the lives of young children
169(16)
Anticipated outcomes for the
Chapter
169(1)
Introduction
170(1)
Literacy is already digital
171(2)
Principles for planning digital literacy practices
173(1)
Play and creativity
174(1)
Pedagogical choices
175(1)
Providing relevant, engaging content in the classroom
176(2)
Literacy is enhanced by technology
178(1)
Multimodal features
179(1)
Access and technical considerations
180(1)
Drawing it all together
180(1)
Questions for further discussion
180(1)
Further reading
181(1)
Apps and software
181(1)
References
181(4)
Chapter 12 Language and literacy assessment in early childhood contexts and classrooms
185(20)
Anticipated outcomes for the
Chapter
185(1)
Introduction
186(1)
Key concepts: Evaluation, assessment and measurement
187(5)
Linking language and literacy development with the Early Years Learning Outcomes (2009)
192(1)
Principles of assessment
193(2)
Potential assessment strategies
195(2)
Involving children in self and peer assessment
197(1)
Towards meaningful assessment: Learning stories, rich tasks and portfolios
197(3)
Drawing it all together
200(1)
Questions for further discussion
201(1)
Further reading
202(1)
References
202(3)
Index 205
Dr Robyn Ewing is Professor of Teacher Education and the Arts, Faculty of Education and Social Work, University of Sydney. She teaches in the areas of curriculum, English, language, literacy and drama, working with both early childhood and primary undergraduate and postgraduate students. Dr Ewing is passionate about the transformative role the Arts can and should play in education. Her teaching, research and writing have explored drama as critical quality pedagogy with literature and how it can enhance children's language and literacy development. She particularly enjoys working alongside teachers interested in curriculum reform. Robyn has worked in partnership with Sydney Theatre Company on the School Drama professional learning program since 2009 and is immediate past president of the Australian Literacy Educators Association. Dr Jon Callow is a Senior Lecturer, Faculty of Education and Social Work, University of Sydney and Director, M Teach, Primary. Jon is an experienced teacher, having worked in primary schools, universities and in professional development for teachers. His areas of expertise include English and literacy teaching. His research areas include visual literacy, multimodality, the use of ICT to support literacy and multimodal learning, as well as student creativity and engagement. As a professional literacy consultant, he has worked alongside teachers in their classrooms, in Australia and in the US. He is passionate about engaging and equitable education for all his students. Dr Kathleen Rushton is Director of Professional Learning Experiences, Faculty of Education and Social Work, University of Sydney. She has worked as an English-as-an-additional-language teacher and as a literacy consultant for the New South Wales Department of Education and Training. Her interests include all aspects of language and literacy development especially with Aboriginal students and students learning English as an additional language. She is currently researching the significance of text in the teaching of reading, with a focus on Aboriginal communities.