Language & literacy development in early childhood:
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Port Melbourne, VIC
Cambridge University Press
[2016]
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029126815&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Includes bibliographical references and index |
| Umfang: | xiv, 210 Seiten Illustrationen 25 cm |
| ISBN: | 9781107578623 1107578620 |
Internformat
MARC
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| 650 | 4 | |a Children / Language | |
| 650 | 4 | |a Child development | |
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Datensatz im Suchindex
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|---|---|
| adam_text | 4 #
Contributors page xii
Acknowledgements xiu
Chapter 1: Introduction: The importance of language in our lives 1
Further reading 4
Chapter 2: Learning how to mean: Dimensions of early
language development 5
Anticipated outcomes for the chapter 5
Introduction 7
What enables learning of our first language? 7
Learning to talk 9
The relationship between meaning and language structure 10
The importance of social interaction in language development 11
Learning language: Learning culture 14
Supporting children s language development in the early years 16
Drawing it all together 17
Questions for further discussion 17
Further reading 18
Useful websites 18
References 18
Chapter 3: Playing with language: Imaginative play, language
development and technology 21
Anticipated outcomes for the chapter 21
Introduction 22
Play 23
Fostering language development through imaginative play 26
introducing a new kind of play: Digital play 28
The interrelationship between digital and more traditional forms of play 30
Play, technology and social interaction 33
Play-based pedagogy for language learning 35
Playful activity 35
vii
Contents
Drawing it all together
Questions for further discussion
Further reading
References
Chapter 4: Talking to learn: Listening to young children s language
Anticipated outcomes for the chapter
Introduction
How language develops: Starting at home
Learning to represent knowledge through oral language
Moving from spoken to written texts
Producing texts; A young learners ability to choose
Social factors in language development
Identifying patterns from word to text
Learning through spoken interaction
Scaffolding: Controlled, guided and independent practice
Drawing it all together
Questions for further discussion
Further reading
References
Chapter 5: Difference and diversity in language and literacy development
Anticipated outcomes for the chapter
Introduction
Supporting young students to develop their identities as bilingual
and bicultural learners
Interview with Amenah Mourad, a bilingual educational leader
Learning to interact orally in English
Developing literacy in English
Learning about the structures and features of English
Drawing it all together
Questions for further discussion
Further reading
Organisations and resources for teachers
References
Chapter 6: Aboriginal perspectives in the early childhood literacy
classroom
Anticipated outcomes for the chapter
Introduction
Australia is (and always was) a multilingual, multicultural society
The importance of the home language as a starting point for
reading and writing
Learning about culture through story
37
37
37
38
41
41
42
43
44
48
49
49
51
52
55
56
57
57
57
60
60
61
62
64
66
68
70
71
71
72
73
73
76
76
77
78
81
82
Interview with Helen Empacher, school principal and Aboriginal woman,
descendent of the Yuin people of NSW 83
Developing an Aboriginal perspective 84
Helen Empachers lesson plan example 85
Helen Empacher teaches the lesson on Our Little Yuin to a
kindergarten class 87
Cultural inclusion: Learning who we are 90
Drawing it all together 90
Questions for further discussion 90
Further reading 90
Useful websites 92
References 92
Chapter 7: Reading with children: Quality literature and language
development 95
Anticipated outcomes for the chapter 95
Introduction: Shared reading of literature 97
Literature lessons7 99
Seeing self in stories 101
Book talk: Aidan Chambers Tell Me framework 101
Quality literature 102
Rich learning experiences with literature 103
Drawing it all together 105
Questions for further discussion 106
Further reading 106
Useful websites 109
References 109
Chapter 8: Supporting the emergent reader 111
Anticipated outcomes for the chapter 111
Introduction 112
What happens as we read together 113
A short history of reading 116
Phases of reading and literacy development 119
Making meaning using letter-sound knowledge 120
English orthography 122
Phonemic awareness 123
Developing phonological knowledge as part of learning to read 124
Daily activities 125
Drawing it all together 129
Questions for further discussion 129
Further reading 129
Useful websites 130
References 130
X
Contents
Chapter 9: Storying and the emergent storyteller and writer 134
Anticipated outcomes for the chapter 134
Introduction 136
The narratives of young children: Establishing a sense of self and
identity through story 137
Becoming a confident storyteller: The teacher as storyteller 137
Supporting children s storying development in the early years:
Listening to each other 141
Oral storying and the emergent creative writer 143
Drawing it all together 144
Questions for further discussion 144
Further reading 144
Useful websites 144
References 145
Chapter 10: Making meaning with image and text in picture books 147
Anticipated outcomes for the chapter 147
Introduction 148
A short history of picture books 149
The parts of a picture book 152
Engaging with picture books using a visual metalanguage 154
Exploring the different levels of picture books 155
Focusing on the visual mode 155
Working with the visual and written modes 157
Using a visual metalanguage when reading picture books 159
Creating visual and multimodal texts 162
Drawing it all together 163
Questions for further discussion 163
Further reading 163
Picture books 163
Wordless books 166
References 166
Chapter 11: Digital literacies in the lives of young children 169
Anticipated outcomes for the chapter 169
Introduction 170
Literacy is already digital 171
Principles for planning digital literacy practices 173
Play and creativity 174
Pedagogical choices 175
Providing relevant, engaging content in the classroom 176
Literacy is enhanced by technology 1 73
Multimodal features 179
Access and technical considerations -|qq
Drawing it all together -jqq
Contents ^ : Ն-;՛ xi
Questions for further discussion 180
Further reading 181
Apps and software 181
References 181
Chapter 12: Language and literacy assessment in early childhood
contexts and classrooms 185
Anticipated outcomes for the chapter 185
Introduction 186
Key concepts: Evaluation, assessment and measurement 187
Linking language and literacy development with the Early Years
Learning Outcomes (2009) 192
Principles of assessment 193
Potential assessment strategies 195
Involving children in self and peer assessment 197
Towards meaningful assessment: Learning stories, rich tasks
and portfolios 197
Drawing it all together 200
Questions for further discussion 201
Further reading 202
References 202
Index
205
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| indexdate | 2024-12-20T17:43:19Z |
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| isbn | 9781107578623 1107578620 |
| language | English |
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| physical | xiv, 210 Seiten Illustrationen 25 cm |
| publishDate | 2016 |
| publishDateSearch | 2016 |
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| publisher | Cambridge University Press |
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| spellingShingle | Ewing, Robyn Callow, Jon Rushton, Kathleen Language & literacy development in early childhood Language arts (Early childhood) Children / Language Child development Philosophy & theory of education bicssc Child development fast Children / Language fast Language arts (Early childhood) fast Kind Sprachentwicklung (DE-588)4182511-1 gnd Lesekompetenz (DE-588)4674421-6 gnd Lesefähigkeit (DE-588)4167435-2 gnd Kind (DE-588)4030550-8 gnd Sprachkompetenz (DE-588)4077722-4 gnd |
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| title | Language & literacy development in early childhood |
| title_auth | Language & literacy development in early childhood |
| title_exact_search | Language & literacy development in early childhood |
| title_full | Language & literacy development in early childhood Robyn Ewing, Jon Callow & Kathleen Rushton |
| title_fullStr | Language & literacy development in early childhood Robyn Ewing, Jon Callow & Kathleen Rushton |
| title_full_unstemmed | Language & literacy development in early childhood Robyn Ewing, Jon Callow & Kathleen Rushton |
| title_short | Language & literacy development in early childhood |
| title_sort | language literacy development in early childhood |
| topic | Language arts (Early childhood) Children / Language Child development Philosophy & theory of education bicssc Child development fast Children / Language fast Language arts (Early childhood) fast Kind Sprachentwicklung (DE-588)4182511-1 gnd Lesekompetenz (DE-588)4674421-6 gnd Lesefähigkeit (DE-588)4167435-2 gnd Kind (DE-588)4030550-8 gnd Sprachkompetenz (DE-588)4077722-4 gnd |
| topic_facet | Language arts (Early childhood) Children / Language Child development Philosophy & theory of education Kind Sprachentwicklung Lesekompetenz Lesefähigkeit Sprachkompetenz |
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