The Interplay between Literacy and Relationships in Early Childhood Settings

Autor/inn/en	Ostrosky, Michaelene M.; Gaffney, Janet S.; Thomas, Dawn V.
Titel	The Interplay between Literacy and Relationships in Early Childhood Settings
Quelle	In: Reading & Writing Quarterly, 22 (2006) 2, S.173-191 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Emergent Literacy; Young Children; Early Childhood Education; Interpersonal Relationship; Parent Child Relationship; Learning Processes; Social Development; Emotional Development; Socioeconomic Status + Suchen Sie Ihr Suchwort? Frühleseunterricht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Learning process; Lernprozess; Soziale Entwicklung; Gefühlsbildung; Socio-economic status; Sozioökonomischer Status
Abstract	A key to supporting a child's emerging literacy is building relationships with adults and peers through interactions around literacy activities. The development of sustained relationships with adults who engage a child in authentic conversations increases the opportunities for the child to build literacy connections. Robust relationships with caring adults are especially important in meeting the social and emotional needs of children who may be unable to benefit from traditional, curriculum-driven, academic instruction. This article focuses on strategies that support social relationships around literacy learning in malleable environments that mold to the continually developing child, especially young children who struggle to learn the skills needed to read and write. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10