Learning to Read the World: Language and Literacy in the First Three Years

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Sonst. Personen	Knapp-Philo, Joanne (Hrsg.); Rosenkoetter, Sharon E. (Hrsg.)
Institution	WestEd, San Francisco, CA.
Titel	Learning to Read the World: Language and Literacy in the First Three Years
Quelle	(2006), (593 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9436-5786-5; 978-0-9436-5786-8
Schlagwörter	Infants; Toddlers; Emergent Literacy; Language Acquisition; Oral Language; Written Language; Child Development; Developmentally Appropriate Practices; Family Literacy; Music; Caregivers; Child Care; Disabilities; Mentors; Community Support; Libraries; Books; Phonology; Family Environment; Educational Policy; Relationship + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Frühleseunterricht; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Kindesentwicklung; Entwicklungsbezogene Bildung; Musik; Caregiver; Carer; Betreuungsperson; Pfleger; Kinderfürsorge; Kinderbetreuung; Handicap; Behinderung; Library; Bibliothek; Book; Buch; Monographie; Monografie; Fonologie; Familienmilieu; Politics of education; Bildungspolitik; Wechselbeziehung
Abstract	The newborn is amazingly equipped to acquire language and literacy--these early years are the foundation upon which later learning is built. Drawing on current research, the authors of this book examine the elements of beginning language and literacy and look at how families, programs, and communities can encourage beginning language and literacy in infants and toddlers. Following a foreword (Catherine Snow); preface (Sharon E. Rosenkoetter and Joanne Knapp-Philo); and the first chapter, (1) Learning to Read the World: A Beginning (Sharon E. Rosenkoetter), the book is divided into seven sections. Section one, The Foundations, introduces: (2) Developmental Foundations for Language and Literacy from Birth to 3 Years (Lauren R. Barton and Holly E. Brophy-Herb); (3) Everyday Tools of Literacy (Angela Notari-Syverson); (4) Relationships: At the Heart of Early Language and Literacy (Sharon E. Rosenkoetter and Shannon B. Wanless); (5) From Cooing to Conversation to the Carrot Seed: Oral and Written Language Connections (Patsy Pierce and Andrea Profio); (6) Book Sharing: A Developmentally Appropriate Way to Foster Preacademic Growth (Adriana Bus and Maria de Jong); and (7) Sound Steps in Phonological Form for Later Literacy (Peg Griffin). Section two, The Family, continues with: (8) Encouraging Language and Literacy through Family Routines (Lorraine F. Kubicek); (9) Culture and Parental Expectations for Child Development: Concerns for Language Development and Early Learning (Wendy Jones and Isabella Lorenzo-Hubert); (10) Family Literacy (Michael Gramling and Sharon E. Rosenkoetter); and (11) Music: The Great Organizer for Early Language and Literacy (Linda Kimura). The third section, Other Caregivers, presents: (12) Caregiving Routines and Literacy (Janet Gonzalez-Mena); (13) Literacy Development for Infants and Toddlers (Susan B. Neuman); (14) Promoting Language and Literacy in Child Care (C. Chris Payne and Marion O'Brien); and (15) Group Environments That Foster Language and Literacy (Terry DeMartini). Section four, The Program, contains: (16) High Expectations for Language and Literacy with Infants and Toddlers Who Have Significant Disabilities (Patsy Pierce); (17) Leading the Way to Quality: The Importance of Supervisory Support (Joanne Knapp-Philo and Amy Flynn); (18) Mentoring: Together We're Better (Sharon E. Rosenkoetter); (19) Resources to Promote Early Language and Literacy (Kimberly Stice and Tarima Levine); and (20) Continuing the Story: Sustaining Innovations (Joanne Knapp-Philo, Jerry Hindman, Kimberly Stice, and Vicki L. Turbiville). The fifth section, The Community, provides: (21) Building Community Support for Early Literacy (Ann P. Zukoski and Esminia M. Luluquisen); (22) Early Literacy Communications Campaigns: The Important Role of Social Marketing (Clara C. Pratt and Rebecca Hernandez); (23) Libraries Are Family Places for Literacy and Learning (Kathleen Deerr, Sandra Feinberg, Elizabeth Gordon, and Diantha Schull); and (24) Policy Recommendations to Support Early Language and Literacy Experiences in the Home and in Child Care (J. Ronald Lally and Peter L. Mangione). Section six, Applications, continues with: (25) StoryQUEST: An Ecological Training Model for Beginning Language and Literacy (Joanne Knapp-Philo and Linda Brekken); (26) Language Is the Key: A Proven Approach to Early Language and Literacy (Kevin N. Cole and Young Sook Lim); (27) Books for Very Young Children (Sally Anderson); and (28) Thoughts from a Children's Author (and Jazz Drummer): Going through the Day with Snap, Crackle and Jazz (Matthew Gollub). The final section, Into the Future, contains the concluding chapter: (29) Learning to Read the World: A Celebration! (Sharon E. Rosenkoetter). Also included are: (1) List of Tables and Figures; and (2) Appendixes. (ERIC).
Anmerkungen	ZERO TO THREE. 2000 M Street NW Suite 200, Washington, DC 20036-3307; Tel: 800-899-4301; Tel: 202-638-1144; Fax 703-661-1501; Web site: http://www.zerotothree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10