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
Table of Contents
List of figures
List of samples
List of tables
Chapter 1: Learning to be Literate: A Socio-cultural Perspective
Chapter 2: The relationship between literacy Practices in the Home and other Early Childhood Contexts
Chapter 3: Learning About Words, Sounds and Letters
Chapter 4: Play and Literacy
Nigel Hall and Anne Robinson
Chapter 5: Children's Literature and Literacy Learning
Chapter 6: Information Communication Technologies, Literacies and Early Learning
Chapter 7: Negotiating Critical Literacies with Young Children
` Jennifer O'Brien and Barbara Comber
Chapter 8: Literacy in More than one language: Supporting Multiliteracies
Caroline Barratt-Pugh and Mary Rohl are both senior lecturers in the School of Language Education at Edith Cowan University. Both have taught in the UK and Australia.