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Titlebook: Literacy in the Early Years; Reflections on Inter Claire J. McLachlan,Alison W. Arrow Book 2017 Springer Science+Business Media Singapore 2

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发表于 2025-3-21 16:33:03 | 显示全部楼层 |阅读模式
书目名称Literacy in the Early Years
副标题Reflections on Inter
编辑Claire J. McLachlan,Alison W. Arrow
视频video
概述Focuses on the unique implications of the research study for early childhood literacy practice.Explains the research methods in clear and accessible language so that studies can be replicated.Highligh
丛书名称International Perspectives on Early Childhood Education and Development
图书封面Titlebook: Literacy in the Early Years; Reflections on Inter Claire J. McLachlan,Alison W. Arrow Book 2017 Springer Science+Business Media Singapore 2
描述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.
出版日期Book 2017
关键词Childhood literacy; Colorado Child Temperament Inventory; Digital technology in early childhood; Early
版次1
doihttps://doi.org/10.1007/978-981-10-2075-9
isbn_softcover978-981-10-9520-7
isbn_ebook978-981-10-2075-9Series ISSN 2468-8746 Series E-ISSN 2468-8754
issn_series 2468-8746
copyrightSpringer Science+Business Media Singapore 2017
The information of publication is updating

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发表于 2025-3-21 22:50:47 | 显示全部楼层
,In Dialogue with Children: Exploring Children’s Views of Literacy Practices in Their Early Childhoolives (UNCRC, 1989). Calling for a rights-based shift in literacy research, this chapter reports a study of children’s voices about reading in their second school year. This study was driven by moral and pedagogic imperatives to engage with children’s voices about their reading education at school.
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,“You Guys Should Offer the Program more Often!”: Some Perspectives from Working Alongside Immigrantour different linguistic groups in the Greater Vancouver Area of British Columbia, Canada. We situate the work in socio-historical theory and draw on notions of intersubjectivity or shared understanding and additive bilingualism - the concept that there are benefits in maintaining one’s first or hom
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What Brings Children to Writing and Energises Their Early Writing Efforts?,imagination as a source for meaning making. The technical skills of literacy are acquired as a by-product of the social practices engaged in. Detailed understanding of the impact of the approach comes from a case study. Teachers immersed the children in story; fairy tales, picture books and the chil
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,The Hakalama: The ʻAha Pūnana Leo’s Syllabic Hawaiian Reading Program,ct of a school-based revitalization movement. At the base of the movement are the Pūnana Leo preschools. Hawaiian literacy is taught in them through the Hakalama, a syllabary using the Roman alphabet. Contemporary research has established that childhood cognitive development necessary to break words
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Early Reading First as a Model for Improving Preschool Literacy Instruction and Outcomes,e the early language and literacy skills of low-income preschool children. In this chapter we report on the outcomes of an ERF project conducted with Head Start classrooms in Hawaiʻi. The intervention included intensive professional development on research-based curriculum and instruction, teacher-c
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