Contemporary perspectives in literacy in early childhood education
This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of youn...
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| Other Authors | , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Publishing,
2002.
|
| Series | Contemporary perspectives in early childhood education.
|
| Subjects | |
| Online Access | Full text |
| ISBN | 9781918117455 |
| DOI | 10.1108/978-1-60752-528-8 |
| Physical Description | 1 online resource (xiii, 188 pages) : illustrations |
Cover
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| 008 | 020513t20022002enka ob 000 0 eng | ||
| 020 | |a 9781918117455 |q (e-book) | ||
| 040 | |a DLC |b eng |e rda |c DLC |d DLC | ||
| 080 | |a 379.8 | ||
| 082 | 0 | 4 | |a 372.6 |2 23 |
| 245 | 0 | 0 | |a Contemporary perspectives in literacy in early childhood education / |c edited by Olivia N. Saracho and Bernard Spodek. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Publishing, |c 2002. | |
| 264 | 4 | |c ©2002 | |
| 300 | |a 1 online resource (xiii, 188 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Contemporary perspectives in early childhood education ; |v v. 2 | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Introduction : contemporary theories of literacy / Olivia N. Saracho & Bernard Spodek -- Teachers' roles in promoting literacy-related play / Olivia N. Saracho -- Hypermediating literacy activity : how learning contexts get recognized / Kris Gutierrez and Lynda Stone -- Creating opportunities for discourse : language and literacy development for at-risk children / Barbara Wasik, Mary Alice Bond, and Annemarie Hindman -- Storybook reading : what we know and what we should consider / Jon Shapiro, Jim Anderson, and Ann Anderson -- Bridging home and school literacy : in search of transformative approaches to curriculum / Trevor H. Cairney -- Engaging children in the appropriation of literacy: the importance of parental beliefs and practices / Susan Sonnenschein -- Promising perspectives and practices in family literacy / Olivia N. Saracho -- Recommendations for research, theory, and practice for literacy programs in early childhood education / Olivia N. Saracho & Bernard Spodek. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin's footsteps. Sulzby and Teale (1986) identify the following concepts about young children's acquisition of literacy learning:1. Literacy development originates well before children are introduced to formal instruction. 2. The notion that reading precedes writing or that writing precedes reading is a fallacy. 3. Literacy blooms in "real?life" settings and by performing real?life activities that are used to "get things done." 4. The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy. 5. Children's cognitive development is important to their acquisition of literacy during the years from birth to six. 6. Children learn written language when they actively engage in their world. Competent teachers throughout the United States suggest that prior to attending school, children have acquired a distinctive culture, collection of experiences, and group of abilities (Vacca & Vacca, 2000). Many prekindergarten children have been in a group setting for three and four years such as a child care setting where teachers and caregivers teach them reading and writing. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Language arts (Early childhood) | |
| 650 | 7 | |a Education |x Schools |x Levels |x Early Childhood (incl. Preschool & Kindergarten) |2 bisacsh | |
| 650 | 7 | |a Early childhood care and education. |2 thema | |
| 650 | 7 | |a Pre-school and kindergarten. |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Saracho, Olivia N., |e editor. | |
| 700 | 1 | |a Spodek, Bernard., |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781930608290, 9781930608283 |
| 776 | 0 | 8 | |i PDF version: |z 9781607525288 |
| 830 | 0 | |a Contemporary perspectives in early childhood education. | |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-60752-528-8 |