Helping Young Children Learn Language and Literacy - Couverture souple

Vukelich, Carol; Christie, James; Enz, Billie Jean

Couverture souple

ISBN 10 : 0205342337 ISBN 13 : 9780205342334

Editeur : Pearson, 2002

Synopsis

This text is about teaching the language arts and facilitating children's reading, writing, speaking, and listening development between the ages of 2 and 5.

Based on social constructivist theory, Helping Young Children Learn Language and Literacy provides realistic and direct connections between theory and practice through the use of case studies, trade secrets, and special features. The underlying principle in this text is that children are at the center of all good language and literacy teaching. This principle underlies the three themes that run through this book: a constructivist perspective on learning, respect for diversity, and instruction-based assessment.

A propos du livre

Quatrième de couverture

The unique focus of this second edition of Helping Young Children Learn Language and Literacy: Birth through Kindergarten integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice for emergent literacy teachers.

 

 

Why Reviewers Can’t Put This Book Down:

 

“This text provides far more examples of real children’s language and literacy acquisition than other texts do.  It grounds theory in practice, and its strong emphasis on using children’s literature to support language and literacy acquisition make it a valuable resource for instructors and students alike.”

–Jennifer Geringer, University of Northern Colorado

 

“The philosophical base for this book is absolutely right on target. Constructivism, respect for diversity, and instruction-based assessment are essential for any effective Early Childhood program.  The authors did an excellent job keeping these threads throughout the book.”

–Mary Medo, University of Wisconsin—Milwaukee

 

“I love the organization of the text!  It will be a great help for students who may not be motivated to read because of the vignettes, questions, and term definitions at the start of the chapters and the summaries at the end.  This is SQ4R in action!  This is also a good model for the students as future teachers.”

–Diane S. Maletta, Purdue University North Central

 

 

Unlike any other book on the market for ages birth—kindergarten, Helping Young Children Learn Language and Literacy blends a constructivist/emergent literacy perspective with science-based instructional practices that have proven successful in supporting young children’s reading, writing, and speaking development. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to scientifically based reading research. They advocate a combination of meaningful engagements with print and age-appropriate instruction on core literacy skills.  There is also extensive coverage of working with children from diverse backgrounds, family literacy, and assessment strategies that can be used to inform instruction.

 

 

What’s NEW TO THIS EDITION?

• New chapters cover the national literacy policies and initiatives, and science-based reading research.
• Increased attention to standardized tests, while maintaining strong emphasis on classroom-based, ongoing assessments with new strategies.
• Boldnew activities, such as “Linking Knowledge to Practice,” help students connect theory to practices they observe in preschool and kindergarten classrooms.

Quatrième de couverture

In the Third Edition of this widely popular book, pre-service and in-service teachers get sound instructional strategies for teaching the language arts to young children from birth to kindergarten and enhancing their reading, writing, speaking, and listening development. In a very readable manner, the internationally recognized  authors place children at the center of all good language and literacy teaching, while focusing on four central themes that run throughout the book: two perspectives in children’s language and early literacy learning–emergent literacy and scientifically based reading research–the increasing diversity of our society and schools, the connection between assessment and good teaching, and the importance of the family in young children’s language and literacy development.

 

The unique focus of the book integrates emergent literacy and scientifically based reading research, diversity, and instruction-based assessment and translates principles into practice for teachers of early literacy. A wealth of pedagogical features is included to make the concepts clear and in this new edition . . .

 

·    Information on organizing the classroom and creating time schedules that maximize children’s learning opportunities is now included in a new chapter (Ch. 4

 

·    The importance of meeting the needs of children whose home language is not English is emphasized.

 

·    The importance of early childhood teachers connecting with their young learners’ families is a focus of the new edition.

 

·    A case study of a young English-speaking child’s early literacy acquisition is presented in Chapter 3.

 

·    The book stresses the importance of national and state standards in pre-kindergarten and kindergarten education.

 

·    Information on assessment of young children’s language and literacy development has been organized into one chapter (Ch.9).

Détails de l'édition

• Éditeur: Pearson
• Date d'édition: 2002
• Langue: anglais
• ISBN 10: 0205342337
• ISBN 13: 9780205342334
• Reliure: Broché
• Nombre de pages: 304
• Coordonnées du fabricant: non disponible
• Personne responsable: Riccardo Bacigalupo; riccardo.bacigalupo@sanoma.it; ; Sanoma Italia Via Arconati, 1 �; Milano; 20135; Italie