So Much More than the ABCs - The Early Phases of Reading and Writing, Revised Edition

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.

Inhaltsverzeichnis

About the Authors

About the Contributors

Acknowledgments

Introduction: A Time to Begin

Part One: Building a Foundation for Reading

Chapter 1: What’s Involved in Learning to Read?

Chapter 2: The Beginning—Reading with Infants and Toddlers

Christina M. Cassano and Jessica L. Hoffman

Chapter 3: Reading Storybooks with Preschoolers

Chapter 4: Sharing Informational Books with Preschoolers

Chapter 5: Young Children and Literacy Skills Development

Part Two: Building a Foundation for Writing

Chapter 6: What's Involved in Writing?

Chapter 7: Infants and Toddlers Leave Their Mark

Chapter 8: Writing During the Preschool Years

List of Children's Literature Cited

References

Index

Über den Autor / die Autorin

Molly F. Collins, EdD (Boston University), associate professor of the practice of literacy in the Department of Teaching and Learning at Vanderbilt University’s Peabody College, has taught graduate and undergraduate courses in cognitive development, language acquisition, linguistics, and storybook reading. She has also provided multiyear professional learning experiences on language and literacy for preschool teachers in national and international settings. Previously, she taught toddlers and preschoolers.

Collins directed early literacy and professional educator projects funded by the US Department of Education, foundations, and universities, and she served as principal investigator for foundation- and university-sponsored grants to explore monolingual and multilingual children’s vocabulary learning and comprehension from story reading. She is a member of the American Educational Research Association, the Literacy Research Association, the National Association for the Education of Young Children, and the Society for Research in Child Development, and she serves as part of the National Early Education Council at Jumpstart.

Judith A. Schickedanz, PhD (University of Illinois at Urbana-Champaign), professor emerita at Boston University, taught courses in child development, early literacy, and curriculum and instruction; served as director of the laboratory preschool; coordinated the early childhood program; and helped launch the Jumpstart volunteer program. She taught preschool and has worked extensively with early childhood teachers on funded projects, including Early Reading First.

Schickedanz has authored numerous articles, book chapters, and books, including Understanding Children and Adolescents (Allyn & Bacon, 2000); Increasing the Power of Instruction (NAEYC, 2008); Writing in Preschool (International Reading Association, 2009); Inside Preschool Classrooms (Harvard Education Press, 2018); and What Are Preschoolers Thinking? (Harvard Education Press, 2022). She lives with her husband, David, in Southern California near their son’s family and enjoys their two grandchildren, a 10-year-old and a 3-year-old.

Zusammenfassung

The newest edition of this bestselling book will help early childhood professionals and families support young children in acquiring the understandings, knowledge, and skills needed for later success in learning to read and write. This revision updates information, cites new research, and includes new figures. 
The foundation for success in learning to read and write begins in infancy. As early childhood professionals, we have both the opportunity and the privilege to shape the progress young children make in acquiring the literacy skills, oral language skills, and background knowledge vital to their later success in learning to read and write. By engaging infants, toddlers, and preschoolers in experiences that foster oral language and content knowledge, literacy skills, and cognitive ability, we build a foundation for children’s later academic success.
      Promoting children’s desire to read and write is as important as helping children develop

the necessary understandings and skills essential for learning how to read and write. Without

motivation, children will read and write relatively little and only what and when they must.
    This book addresses four main points:

What children need to learn in these early years

The strategies that teachers can use to help children acquire these foundations

The features of emergent literacy and language understandings and skills

How to design the physical environment in early childhood classrooms to support language and literacy learning
  

Vorwort

This book will be promoted via various NAEYC marketing efforts, including

Social media pages promotions (Facebook, Twitter, Instagram, LinkedIn, and Pinterest with a reach of over 200K followers)

Promotional emails

Advertisements in Young Children, Teaching Young Children, and Exchange magazines

NAEYC’s seasonal resource catalogs

A webinar presented by the author(s) on a topic covered in the book soon after its publication

Advertising and selling the publication at various early childhood conferences and trade shows (NAEYC’s Annual Conferences, NAEYC’s Professional Learning Institutes, Zero to Three, etc.)

Produktdetails

• Autoren: Molly F. Collins, Judith A. Schickedanz
• Verlag: Ingram Publishers Services
• Sprache: Englisch
• Produktform: Taschenbuch
• Erscheint: 01.10.2024, verspätet
• EAN: 9781952331329
• ISBN: 978-1-952331-32-9
• Seiten: 224
• Illustration: 4-color photos, figures, and tables
• Themen: Geisteswissenschaften, Kunst, Musik > Pädagogik > Schulpädagogik, Didaktik, Methodik; EDUCATION / Curricula, Curriculum planning & development, Early childhood care & education, Pre-school & kindergarten, Educational: first/native language: reading & writing skills, EDUCATION / Teaching / Subjects / Language Arts