Language and Literacy Development in Early Childhood 1st edition by Robyn Ewing, Jon Callow, Kathleen Rushton ISBN 1107578620 978-1107578623

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Product details:

ISBN 10: 1107578620
ISBN 13: 978-1107578623
Author:  Robyn Ewing, Jon Callow, Kathleen Rushton

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.

Language and Literacy Development in Early Childhood 1st Table of contents:

Chapter 1 Introduction: The importance of language in our lives

Further reading

Chapter 2 Learning how to mean: Dimensions of early language development

Anticipated outcomes for the chapter

Introduction

What enables learning of our first language?

Learning to talk

The relationship between meaning and language structure

The importance of social interaction in language development

Learning language: Learning culture

Supporting children’s language development in the early years

Drawing it all together

Questions for further discussion

Further reading

Useful websites

References

Chapter 3 Playing with language: Imaginative play, language development and technology

Anticipated outcomes for the chapter

Introduction

Play

Fostering language development through imaginative play

Introducing a new kind of play: Digital play

The interrelationship between digital and more traditional forms of play

Play, technology and social interaction

Play-based pedagogy for language learning

Playful activity

Communication with significant others

Artefact-.centred joint activity

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

Field –. What will you talk about?

Tenor –. Who is your audience?

Lempriere’s work with young learners on understanding tenor

Mode –. How will you achieve your purpose?

Moving from spoken to written texts

Producing texts: A young learner’s ability to choose

Social factors in language development

Identifying patterns from word to text

Learning through spoken interaction

Talk as process

Talk as performance

The difference between spoken and written language

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

How can a mono.lingual, English-.speaking teacher best support bilingual learners?

How can we support young learners and honour their first language and culture?

How can we best support refugee students?

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

Books

Apps

Interactive picture books

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

Languages spoken

The importance of teaching children about their local Aboriginal communities

The importance of the home language as a starting point for reading and writing

Learning about culture through story

Interview with Helen Empacher, school principal and Aboriginal woman, descendant of the Yuin people

How would you include an Aboriginal perspective in the classroom?

What preparations are needed for reading a Dreamtime story?

How can you check that a text or resource is acceptable?

Developing an Aboriginal perspective

Helen Empacher’s lesson plan example

Discussing Our little Yuin

Helen Empacher teaches the lesson on Our Little Yuin to a kindergarten class

Helen reads Our little Yuin to the class

Cultural inclusion: Learning who ‘we’ are

Drawing it all together

Questions for further discussion

Further reading

Useful websites

References

Chapter 7 Reading with children: Quality literature and language development

Anticipated outcomes for the chapter

Introduction: Shared reading of literature

Literature ‘lessons’

Seeing self in stories

Book talk: Aidan Chambers’ Tell Me framework

Quality literature

Rich learning experiences with literature

Drawing it all together

Questions for further discussion

Further reading

Useful websites

References

Chapter 8 Supporting the emergent reader

Anticipated outcomes for the chapter

Introduction

What happens as we read together

A short history of reading

Phases of reading and literacy development

Making meaning using letter–sound knowledge

English orthography

Phonemic awareness

Developing phonological knowledge as part of learning to read

Daily activities

Drawing it all together

Questions for further discussion

Further reading

Useful websites

References

Chapter 9 Storying and the emergent storyteller and writer

Anticipated outcomes for the chapter

Introduction

The narratives of young children: Establishing a sense of self and identity through story

Becoming a confident storyteller: The teacher as storyteller

Beginning

‘Advance/.detail’ game: Retelling a story with a partner

Supporting children’s storying development in the early years: Listening to each other

Oral storying and the emergent creative writer

Drawing it all together

Questions for further discussion

Further reading

Useful websites

References

Chapter 10 Making meaning with image and text in picture books

Anticipated outcomes for the chapter

Introduction

A short history of picture books

The parts of a picture book

Engaging with picture books using a visual metalanguage

Exploring the different levels of picture books

Focusing on the visual mode

Working with the visual and written modes

Using a visual metalanguage when reading picture books

Creating visual and multimodal texts

Drawing it all together

Questions for further discussion

Further reading

Picture books

Wordless books

References

Chapter 11 Digital literacies in the lives of young children

Anticipated outcomes for the chapter

Introduction

Literacy is already digital

Principles for planning digital literacy practices

Play and creativity

Pedagogical choices

Providing relevant, engaging content in the classroom

Literacy is enhanced by technology

Multimodal features

Access and technical considerations

Drawing it all together

Questions for further discussion

Further reading

Apps and software

References

Chapter 12 Language and literacy assessment in early childhood contexts and classrooms

Anticipated outcomes for the chapter

Introduction

Key concepts: Evaluation, assessment and measurement

Evaluation

Assessment

Assessment for learning: Formative assessment

Authentic assessment

Assessing language and literacy development

Assessment of learning: Summative assessment

Measurement

Tests

Linking language and literacy development with the Early Years Learning Outcomes (2009)

Principles of assessment

Establish a caring, supportive, risk-.free learning community

Focus on children’s engagement in the task

Build positive relationships with students

Use a range of different assessment strategies

Potential assessment strategies

Modify strategies to be culturally relevant and linguistically possible

Encourage children’s identity development and autonomy

Show consistent use of teacher judgement

Avoid labelling or stereotyping

Involving children in self and peer assessment

Towards meaningful assessment: Learning stories, rich tasks and portfolios

Rich tasks

Performance-.based assessment tasks

Drawing it all together

Questions for further discussion

Further reading

References

Index

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Tags: Robyn Ewing, Jon Callow, Kathleen Rushton, Literacy Development, Early Childhood