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| literacy in the early years: Language & Literacy in the Early Years 0-7 Marian R Whitehead, 2010-02-16 This Fourth Edition of Language and Literacy in the Early Years has been fully revised and updated to reflect current professional interests and the latest developments in the field. The book provides comprehensive coverage of issues in language, literacy and learning, focusing on the age range from birth to seven years. New material covers theory of mind, key persons, and social and emotional dimensions of learning. The author added material on difficulties with language development, phonics and new literacies. Key terms, further reading and a revised layout make the book accessible to students. The author emphasizes the joy and creativity involved in supporting young children′s development as speakers, writers and readers. While taking account of current initiatives and programmes, the author supports flexible teaching methods in what is a complex teaching and learning process. The book is fully illustrated with examples and photos from early childhood settings. This book is essential reading for primary and early years students and practitioners in the field of language and literacy including nursery nurses, classroom assistants and foundation stage teachers. |
| literacy in the early years: Language and Literacy for the Early Years Sally Neaum, 2012-06-22 Shortlisted for the 2013 Nursery World Awards! This is a focused text on early years′ language and literacy for all students studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It discusses language acquisition and development and covers development theory, talking with babies and the factors that affect development. Practical guidance on how to support children′s language acquisition through rhymes, songs, story books and storytelling helps students see how theory links to practice. The text also examines the question ′what comes before phonics?′ and includes interactive activities and theory focus features. About the Early Childhood Studies Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and ′Theory Focus′ boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series include Early Childhood Studies, Childhood in Society for Early Childhood Studies, Child Development for Early Childhood Studies and Exploring Play for Early Childhood Studies. |
| literacy in the early years: Literacy Learning in the Early Years Taylor & Francis Group, 2021-03-31 Children's early experiences of literacy have a major influence on how they continue to learn as they grow older. Children enter early childhood programs and school with a wealth of knowledge and understandings of literacy. It is critical that early childhood professionals and teachers recognise and build on this learning. Literacy Learning in the Early Years offers a practical introduction to literacy issues for early childhood professionals and teachers working with children aged 0-8, in childcare, preschool and school contexts. The authors take a socio-cultural approach to literacy learning, emphasising the importance of understanding the various contexts in which young children are involved in literacy practices. They explore a range of literacy issues that early childhood professionals and teachers are facing in the 21st century. These issues include the role of play in literacy learning, how to use information communication technologies with young children and ways of introducing critical literacy. Literacy is understood broadly and readers are encouraged to explore a range of print and other media with children. With chapters from both Australian and UK authors Literacy Learning in the Early Years is an ideal professional reference and student text. a very useful introductory text to literacy development in early childhood. It is clearly written and accessible to the wide range of professionals working with young children as well as to teachers and parents. It will be a valuable text in training at initial and in-service levels on a wide range of courses. Lesley Abbott, Professor of Early Childhood Education, Manchester Metropolitan University this well written, comprehensive book combines many practical examples of learning to do literacy and suggestions for action, and all the while engages the reader with questions and starting points for reflection. Susan Hill, Associate professor, The Centre for Studies in Literacy, University of South Australia |
| literacy in the early years: Literacy Development in the Early Years Lesley Mandel Morrow, 2001 This book emphasizes an integrated language arts approach to teaching young children literacy, focusing on balanced, constructivist and direct instruction. Literacy Development in the Early Years presents a theoretical and research-based rationale for its contents, as well as practical applications based on that theory. It embraces integrated language arts and an interdisciplinary approach to literacy development as it addresses developing writing, reading, and oral language in the home and school curriculum. The use of children's literature is emphasized as the most important instructional materials and the joy of early literacy experiences is stressed to ensure lifelong reading habits. Literacy development is viewed as an active process between children and adults to create meaning and real purpose. For anyone interested in early childhood language arts. |
| literacy in the early years: Literacy Development in Early Childhood Beverly Otto, 2019-02-14 Widely recognized as a leading text in its field, this popular guide explores literacy development beginning in infancy and through fourth grade. The latest edition continues to prepare teachers to create and implement literacy-rich curricula in early childhood classrooms, while providing updates to federal legislation and highlighting the impact of state standards on educational settings. Recent technology is integrated into activities used to enhance literacy competencies. Throughout the book, the author’s approach to reflective teaching empowers teachers to become effective decision makers and thoughtful mediators in children’s transactions with literacy. A conceptual and theoretical foundation for describing reading and writing processes is followed by research-based descriptions of the signs of emergent literacy and developmentally appropriate instructional strategies. The emphasis on linguistic and cultural diversity includes an array of approaches for supporting English language learners. Chapter extension activities challenge readers to apply concepts through observation, research, curriculum development, and discussion. Sample observation and assessment forms assist in determining children’s progress in developing literacy. |
| literacy in the early years: Best Practices in Early Literacy Instruction Diane M. Barone, Marla H. Mallette, 2013-09-04 Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action. |
| literacy in the early years: Literacy in Early Childhood and Primary Education Claire McLachlan, 2013 Provides a comprehensive, reader-friendly introduction to literacy teaching and learning, exploring both theoretical underpinnings and practical strategies. |
| literacy in the early years: Literacy Development in the Early Years: Helping Children Read and Write Lesley Mandel Morrow, 2013-08-27 An integrated language arts approach to literacy development that brings early childhood perspectives on how children learn in pre-kindergarten though grade three, together with explicit teaching of literacy skills and strategies teachers need to make it all work. Pre-service and in-service teachers get a wealth of valuable information for making children active participants in the process of literacy development with this integrated approach to language arts. The book encourages teaching reading, writing, listening, thinking, and viewing at the same time, using each skill to develop the others, and discusses both constructivist problem-solving teaching and more explicit systematic instruction. Through both theoretical and research-based rationales, plus extensive practical applications, renowned author Lesley Mandel Morrow presents literacy development as an active process between children and adults to create meaning and real purpose–and helps pre- and in-service teachers grasp the scope and complexity of early literacy development. This comprehensive, balanced approach to literacy teaching and learning covers oral language development, word study, phonological awareness, phonics, comprehension, listening and writing. The reader is provided with a complete picture of early literacy development. |
| literacy in the early years: Teaching Essential Literacy Skills in the Early Years Classroom Tara Concannon-Gibney, 2018-11-12 Teaching and learning literacy in the early years can be a joyful, explorative and meaningful experience. This accessible book will give teachers and practitioners the practical and theoretical skills and knowledge they require to successfully and confidently teach reading, writing and oral skills in the early years classroom. Foregrounding the ways in which literacy instruction can be made enjoyable and meaningful from the very beginning, Teaching Essential Literacy Skills in the Early Years Classroom explores the theory and practice of teaching various aspects of literacy and language, from phonological awareness, phonics and fluency, to vocabulary and comprehension. Chapters draw on the latest research to identify and showcase best practice in writing instruction, illustrate how language and literacy can be developed through play, and outline how a teacher might use the environment to enhance children’s learning. Downloadable resources, examples of planning, classroom activities and vignettes can be quickly and easily adapted for use in any early years setting. A rich and comprehensive source of information, ideas, activities and tips, this will be a key resource for pre- and in-service teachers and practitioners looking to adopt a cohesive, effective and meaningful approach to literacy teaching and learning. |
| literacy in the early years: Developing Language and Literacy Julia M. Carroll, Claudine Bowyer-Crane, Fiona J. Duff, Charles Hulme, Margaret J. Snowling, 2011-01-06 Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here |
| literacy in the early years: Literacy for Young Children Priscilla L. Griffith, 2008-03-13 This resource presents assessment and instructional activities that are evidence based, practical, and easy to implement. This comprehensive text demonstrates how to link assessment and instruction practices for every component of literacy learning and helps teachers become informed decision makers about purposeful literacy instruction. Addressing the Early Reading First areas of phonological awareness, print knowledge, and language development, the book also covers parent involvement, integrated curriculum, and suggestions for working with children with special needs and English language learners. Using vignettes of four children representing diverse backgrounds, the authors weave together theory and practice and describe how instructional strategies are implemented in classroom settings. Each chapter contains figures and graphic organizers and includes sections on instructional strategies, assessment, and diversity |
| literacy in the early years: Language and Literacy for the Early Years Sally Neaum, 2012-06-22 Shortlisted for the 2013 Nursery World Awards! This is a focused text on early years′ language and literacy for all students studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It discusses language acquisition and development and covers development theory, talking with babies and the factors that affect development. Practical guidance on how to support children′s language acquisition through rhymes, songs, story books and storytelling helps students see how theory links to practice. The text also examines the question ′what comes before phonics?′ and includes interactive activities and theory focus features. About the Early Childhood Studies Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and ′Theory Focus′ boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series include Early Childhood Studies, Childhood in Society for Early Childhood Studies, Child Development for Early Childhood Studies and Exploring Play for Early Childhood Studies. |
| literacy in the early years: Language and Literacy Development in Early Childhood Robyn Ewing, Jon Callow, Kathleen Rushton, 2016-06-13 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. |
| literacy in the early years: Emotional Literacy in the Early Years Christine Bruce, 2010-09-21 Emotional literacy and health and wellbeing have been placed at the heart of good practice by the Every Child Matters (ECM) agenda and the Early Years Foundation Stage (EYFS) in England, and the Curriculum for Excellence in Scotland, and this book provides clear guidance and lots of practical strategies for how to implement this ethos in your setting. Offering an explanation of emotional literacy, why it matters and how to make it happen in practice, this book looks at ways to promote and develop emotional literacy with young children through: - Circle Time - drama - storytelling - physical education - outdoor play - active learning It highlights the benefits of this ethos for all, and looks at how the emotionally literate setting supports inclusion and promotes achievement. Full of case studies of children aged 3 to 8, ideas for practice, photographs, points for reflection, photocopiable materials, and accompanied by a wide range of downloadable material available on the SAGE website, this is an indispensable guide for the early years practitioner. It is highly relevant to those looking at the transition from Early Years to Primary education, as well as the social, emotional and behavioural needs of young children. |
| literacy in the early years: Handbook of Early Literacy Research Susan B. Neuman, David K. Dickinson, 2003-04-07 Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts. |
| literacy in the early years: Communication, Language and Literacy in the Early Years Foundation Stage Helen Bradford, 2012-11-12 The Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories. Children's early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children's interaction with others. The learning opportunities for children need to be relevant for their age group, realistic and challenging. This book gives readers clear explanations and practical ideas to help them establish firm foundations on which children can grow in confidence and become skilful communicators. |
| literacy in the early years: Emergent Literacy and Language Development Paula M. Rhyner, 2009-06-18 This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success. |
| literacy in the early years: Learning to Read the World Sharon E. Rosenkoetter, Joanne Knapp-Philo, 2006 The newborn is amazingly equipped to acquire language and literacy'these early years are the foundation upon which later learning is built. Drawing on current research, the authors of Learning to Read the World examine the elements of beginning language and literacy and look at how families, programs, and communities can encourage beginning language and literacy in infants and toddlers. |
| literacy in the early years: Communication, Language and Literacy Nichola Callander, Lindy Nahmad-Williams, 2011-01-13 > |
| literacy in the early years: Technology and Critical Literacy in Early Childhood Vivian Maria Vasquez, Carol Branigan Felderman, 2013 This book explores the intersection of technology and critical literacy, specifically addressing what new technologies afford critical literacy work with young children between ages three to eight. |
| literacy in the early years: So Much More Than the ABCs Molly F Collins, Judith A Schickedanz, 2024-10 How do early childhood educators foster young children’s understanding of reading and writing during this emergent literacy period? Moreover, how can they nurture a love of reading and writing? With these two questions at its core, the revised edition of this bestselling resource provides: A comprehensive and updated overview of what literacy development looks like for children from birth through age 5; Instructional approaches that support robust early language, literacy, and content knowledge learning; Considerations for choosing and sharing materials and for designing the physical environment in ways that support language and literacy learning; Recommendations for developmentally appropriate books that engage children’s minds and imaginations; Authentic writing samples that showcase young children’s thinking around and explorations with mark making. Grounded in new research and drawn from the authors’ extensive experience, this book gives educators the tools they need to create and build on learning opportunities that will lead to thriving, motivated readers and writers. |
| literacy in the early years: Literacy Learning in the Early Years Caroline Barratt-Pugh, Mary Rohl, 2000 This text offers a practical introduction to literacy issues for early childhood professionals and teachers working with children aged 0-8. |
| literacy in the early years: Literacy in the Early Years Claire J. McLachlan, Alison W. Arrow, 2016-11-07 This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice. Each chapter details how the research was conducted and any issues that researchers encountered in collecting data with very young children, as well as what the research findings mean for educational practice. It includes photographs of effective literacy practice, detailed explanations of research methods so the studies can be replicated or expanded upon, and key features for promoting effective literacy practice in early childhood settings. This book is an essential read for everyone who is interested in exploring the complexities and challenges of researching literacy acquisition in the youngest children. |
| literacy in the early years: Desirable Literacies Jackie Marsh, Elaine Hallet, 2008-11-03 What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; and - key issues relating to family literacy. |
| literacy in the early years: Visible Learning in Early Childhood Kateri Thunder, John Almarode, John Hattie, 2021-09-13 Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive! |
| literacy in the early years: Learning to Read and Write Susan B. Neuman, Carol Copple, Sue Bredekamp, 2000 Strategies to promote literacy competence |
| literacy in the early years: Handbook of Early Literacy Research David K. Dickinson, Susan B. Neuman, 2007-05-02 Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more. |
| literacy in the early years: Language, Literacy and Early Childhood Education Janet Fellowes, Grace Oakley, 2014 Language, Literacy and Early Childhood Education, Second Edition, helps students understand the nature of oral language, reading, and writing, by providing the essential knowledge needed to guide the language development and learning needs of young children. The book ensures that students have the theoretical framework before they enter the classroom, but balances it with the practical knowledge required to tackle the subject with confidence. It looks in depth at the practical strategies and activities for each of the early childhood learning contexts and maintains an accessible approach by using illustrations, charts and tables to summarise key points. |
| literacy in the early years: Early Literacy Matters Carol E. Canady, Robert Lynn Canady, 2020-11-29 Early Literacy Matters is an innovative action guide for elementary school leaders and instructional coaches dedicated to accelerating literacy performance in the early grades, when prevention of reading difficulties matters most. As a unique father-daughter team with combined expertise in literacy education and instructional leadership, the authors share best practices for literacy success. Readers will learn how to... establish and lead a literacy team, implement embedded professional development, utilize key assessments to frame daily instruction, and illustrate specific organizational and scheduling models needed to support systemic change based on the science of reading. Each chapter features reflection questions and explicit strategies and tools leaders can implement immediately in today’s classrooms. |
| literacy in the early years: Developing Early Literacy Christopher J. Lonigan, Timothy Shanahan, 2008 The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting Report of the National Reading Panel: Teaching Children to Read (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning. |
| literacy in the early years: The SAGE Handbook of Early Childhood Literacy Joanne Larson, Jackie Marsh, 2012-11-09 This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. ′The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century′ -Professor Teresa Cremin, Open University UK ′This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children′s meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences′ - Yetta Goodman, Regents Professor, University of Arizona |
| literacy in the early years: Developing Early Literacy 0-8 Virginia Bower, 2014-02-13 ′Developing Early Literacy presents an interesting range of literacy-related topics which address issues of current importance to early years practice and, in places, question current thinking. There is an excellent balance of theoretical background and case study examples which would make this a relevant and practical text for both students and early years professionals.′ - Mary-Louise Maynes, Lecturer in Early Childhood Studies, Bishop Grosseteste University Providing clear guidance on how to develop early literacy, this book offers support with the planning and teaching of this vital aspect of the curriculum using innovative and exciting methods. Linking theory with practice, topics covered include: babies and very early communication the importance of role play corners outdoor learning and literacy how rhyme and repetition help to develop literacy teaching literacy to children who have English as an Additional Language (EAL) literacy and diversity using picture books to develop literacy supporting transitions different approaches to the teaching of phonics and early reading. Each chapter has learning objectives, case studies featuring younger and older children from the Birth to 8 age range, a summary and suggested Further Reading. This text is essential reading for those on Early Childhood Studies, Early Years, Primary PGCE and Early Years teacher education courses. Virginia Bower is Senior Lecturer at Canterbury Christ Church University. |
| literacy in the early years: Media Literacy for Young Children: Teaching Beyond the Screen Time Debates Faith Rogow, 2022-03-08 |
| literacy in the early years: The Cornerstones to Early Literacy Katherine Luongo-Orlando, 2010 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. |
| literacy in the early years: Language, Literacy and Communication in the Early Years: Carol Hayes, 2016-01-18 This book guides students and practitioners through the wealth of information on cognition and language development by breaking the area down into manageable chunks and drawing these together into a full understanding of the holistic nature of child development. Children with communication difficulties are at risk of poor outcomes educationally, socially and in employability. Whilst there may be a range of interventions which can help children, it is the practice of those working with them that is the key to success. Therefore a firm understanding of communication development and the ability to adapt teaching to support children’s individual needs are vital. The text offers a balanced approach to the theories and research into the development and acquisition of language and literacy in the early years. It examines how practice can be improved and the impact that language and literacy development has on learning outcomes. It also, importantly, addresses the particular pedagogy related to bilingual and multilingual learners. Carefully structured activities are provided and the text clearly relates theory to practice. Pedagogical features encourage a questioning, challenging and reflective approach, promoting critical thinking throughout. |
| literacy in the early years: Language and Literacy Learning in the Early Years Susan B. Neuman, 1993 This text presents an account of how young children's spoken and written language develops before formal schooling. It emphasizes the integration of speaking, listening, writing and reading: and illustrates how children learn and use these processes to connect with others, understand their world and express themselves. |
| literacy in the early years: EBOOK: Supporting Language and Literacy Development in the Early Years Marian Whitehead, 2009-03-16 Marian Whitehead's re-focused priorities of babies as powerful thinkers, the significance of non-verbal communication, the importance of language play, the roots of emergent literacy and the notion of language and education as shared community endeavours make her book the one to choose for today's world. Early Years Update Radically rewritten and updated in light of new research and developments, the new edition of this important book gives clear guidance to early years practitioners on how to support young children’s language and literacy development. The book covers the age range 0-7 years and highlights the speed and complexity of this period of growth in children’s thinking, communicative abilities, language, social and cultural awareness and physical skills. Child observations and case studies and photographs are used to demonstrate the learning that goes on in a variety of homes and early years settings. New and key features include: An expanded chapter showing a range of good practices in three different settings (nursery school, integrated children’s centre and Steiner kindergartens) A new chapter reviewing the statutory national requirements for communication, language and literacy in the UK Additional case studies (including children in the final year of the Foundation Stage) End of chapter summaries Updated further reading Notes on provision and activities for supporting young children’s development at ends of each chapter Supporting Language and Literacy Development in the Early Years is valuable reading for early years students and practitioners. |
| literacy in the early years: Developing Language and Literacy with Young Children Marian R Whitehead, 2007-05-14 This accessible text is about the most exciting and important aspect of human development - language in the early years (O-8). The book is aimed at carers, parents, teachers and other professionals who work and play with young children. |
| literacy in the early years: Communication, Language and Literacy in the Early Years Foundation Stage Helen Bradford, 2009 Children's early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children's interaction with others. |
| literacy in the early years: Storytelling in Early Childhood Teresa Cremin, Rosie Flewitt, Ben Mardell, Joan Swann, 2016-12-08 Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children’s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including: the role of imaginary play and its dynamic relationship to narrative; how socially situated symbolic actions enrich the emotional, cognitive and social development of children; how the interrelated practices of storytelling and dramatisation enhance language and literacy learning, and contribute to an inclusive classroom culture; the challenges practitioners face in aligning their understanding of child literacy and learning with a narrow, mandated curriculum which focuses on measurable outcomes. Driven by an international approach and based on new empirical studies, this volume further advances the field, offering new theoretical and practical analyses of storytelling and story acting from complementary disciplinary perspectives. This book is a potent and engaging read for anyone intrigued by Paley’s storytelling and story acting curriculum, as well as those practitioners and students with a vested interest in early years literacy and language learning. With contributions from Vivian Gussin Paley, Patricia ‘Patsy‘ Cooper, Dorothy Faulkner, Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou. |
Supporting Creativity and Enjoyment with Literacy - Birth To 5 …
Early understandings of literacy, what it is, what it’s for and how it works, develop when babies and young children are immersed in the literacy practices of their homes, communities and early childhood settings.
Early Years Literacy Rich Learning Environment Toolkit - LT Scotland
Children’s language and literacy learning can thrive when surrounded by attuned adults and enabling environments that are rich and diverse in opportunities for developing listening and …
Early Literacy and Numeracy - ACECQA
Understanding what literacy and numeracy is and what it looks like is an important first step for the early childhood educator. Literacy and numeracy is much more than the narrow view that …
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Birth to 5 Matters has been developed by the Early Years Coalition, composed of the 16 early years sector organisations whose logos appear on the inside cover of this document.
Building Foundations for Literacy in the Early Years Early Years ...
• The CIRCLE Literacy Rich Environment Checklist can be used to help you consider strategies that are in place and possible areas for development.
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The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. For those working in the early years - …
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Outcomes – Early Level Progression Pathways The range of experiences allows for different rates of progression within and across levels and for additional depth or breadth of study through the …
PREPARING FOR LITERACY Improving communication, language …
early years professionals seven practical evidence-based recommendations to provide every child – but particularly those from disadvantaged homes – with a high-quality and well-rounded …
Emergent Literacy Practices in Early Years Settings in 2015
third annual Early Years Literacy Survey for practitioners. We surveyed 450 early years practitioners in the UK between April and June 2015 using an online survey to assess their …
Supporting Early Literacy in the Early Years | Education Endowment ...
The EEF's Early Years Toolkit estimates that children who take part in early literacy approaches make on average four months' additional progress. Using multiple approaches together could …
Early years foundation stage statutory framework - GOV.UK
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How digital technology can support early language and literacy …
language and literacy (CLL) in early years settings. This project aims to build on insights from our 2014 early years research in order to explore how technology is, and can be, used by the …
Guidance to your child’s learning and development in the early …
For those working in the early years - whether in a nursery, pre-school, a childminder or in a reception class in school - the EYFS outlines what they need to do to support your child.
Literacy and English - Education Scotland
Spoken language has particular importance in the early years. Teachers will balance play-based learning with more systematic development and learning of skills and techniques for reading, …
Children thinking mathematically: PSRN essential knowledge for …
This booklet focuses on children’s mathematical development, which is explored in the area of learning and development entitled Problem Solving, Reasoning and Numeracy (PSRN) in the …
A Balanced Approach to Literacy Development in the Early Years
It has been developed by psychologists from NEPS and is intended to support the National Literacy and Numeracy Strategy, 2011. The aim of the pack is to help teachers plan and …
Supporting writing in the early years - National Literacy Trust
Children must be supported in their earliest years to develop a positive view of themselves as writers, develop an interest in the purpose of writing, and to begin to recognise the power of …
Literacy Development in the Early Years
Title: Literacy development in the early years: helping children read and write / Lesley Mandel Morrow. Description: Ninth Edition. | Hoboken, New Jersey: Pearson Education, Inc., [2018] …
Fostering early literacy in ECE settings: principles, practices, and ...
This research review will explore what we know and can do in the ECE setting to foster early literacy learning as part of the supporting children’s life journey towards being a literate adult. …
Supporting Creativity and Enjoyment with Literacy - Birth To 5 …
Early understandings of literacy, what it is, what it’s for and how it works, develop when babies and young children are immersed in the literacy practices of their homes, communities and …
Early Years Literacy Rich Learning Environment Toolkit - LT …
Children’s language and literacy learning can thrive when surrounded by attuned adults and enabling environments that are rich and diverse in opportunities for developing listening and …
Early Literacy and Numeracy - ACECQA
Understanding what literacy and numeracy is and what it looks like is an important first step for the early childhood educator. Literacy and numeracy is much more than the narrow view that …
Birth to 5 Matters: Non-statutory guidance for the Early Years ...
Birth to 5 Matters has been developed by the Early Years Coalition, composed of the 16 early years sector organisations whose logos appear on the inside cover of this document.
Literacy: Experiences and outcomes - Education Scotland
The development of literacy skills plays an important role in all learning. I develop and extend my literacy skills when I have opportunities to: • communicate, collaborate and build relationships • …
Building Foundations for Literacy in the Early Years Early Years ...
• The CIRCLE Literacy Rich Environment Checklist can be used to help you consider strategies that are in place and possible areas for development.
supporting early language and reading for every child
England is facing a huge language and literacy challenge, which starts in the early years: The language and vocabulary gap between wealthier and poorer children is already apparent at 18 …
A guide to your child’s learning and development in the early years ...
The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. For those working in the early years - …
Curriculum for Excellence Early Years - LT Scotland
Outcomes – Early Level Progression Pathways The range of experiences allows for different rates of progression within and across levels and for additional depth or breadth of study through the …
PREPARING FOR LITERACY Improving communication, language and literacy ...
early years professionals seven practical evidence-based recommendations to provide every child – but particularly those from disadvantaged homes – with a high-quality and well-rounded …
Emergent Literacy Practices in Early Years Settings in 2015
third annual Early Years Literacy Survey for practitioners. We surveyed 450 early years practitioners in the UK between April and June 2015 using an online survey to assess their …
Supporting Early Literacy in the Early Years | Education …
The EEF's Early Years Toolkit estimates that children who take part in early literacy approaches make on average four months' additional progress. Using multiple approaches together could …
Early years foundation stage statutory framework - GOV.UK
%PDF-1.6 %âãÏÓ 3034 0 obj > endobj 3046 0 obj >/Filter/FlateDecode/ID[2DFC282D3733F34E8786EF2A34A8F697>]/Index[3034 21]/Info 3033 …
How digital technology can support early language and literacy …
language and literacy (CLL) in early years settings. This project aims to build on insights from our 2014 early years research in order to explore how technology is, and can be, used by the …
Guidance to your child’s learning and development in the early years ...
For those working in the early years - whether in a nursery, pre-school, a childminder or in a reception class in school - the EYFS outlines what they need to do to support your child.
Literacy and English - Education Scotland
Spoken language has particular importance in the early years. Teachers will balance play-based learning with more systematic development and learning of skills and techniques for reading, …
Children thinking mathematically: PSRN essential knowledge for Early …
This booklet focuses on children’s mathematical development, which is explored in the area of learning and development entitled Problem Solving, Reasoning and Numeracy (PSRN) in the …
A Balanced Approach to Literacy Development in the Early Years …
It has been developed by psychologists from NEPS and is intended to support the National Literacy and Numeracy Strategy, 2011. The aim of the pack is to help teachers plan and …
Supporting writing in the early years - National Literacy Trust
Children must be supported in their earliest years to develop a positive view of themselves as writers, develop an interest in the purpose of writing, and to begin to recognise the power of …
Literacy Development in the Early Years
Title: Literacy development in the early years: helping children read and write / Lesley Mandel Morrow. Description: Ninth Edition. | Hoboken, New Jersey: Pearson Education, Inc., [2018] …
Fostering early literacy in ECE settings: principles, practices, and ...
This research review will explore what we know and can do in the ECE setting to foster early literacy learning as part of the supporting children’s life journey towards being a literate adult. …
