A Collaborative Approach to Literacy: Inner-City Preschool Children, Families and the School Community

Autor/in	Streelasky, Jodi
Titel	A Collaborative Approach to Literacy: Inner-City Preschool Children, Families and the School Community
Quelle	In: Australian Journal of Early Childhood, 33 (2008) 3, S.27-33 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0312-5033
Schlagwörter	Written Language; Preschool Children; Emergent Literacy; Foreign Countries; Speech Language Pathology; Preschool Teachers; Semiotics; Family (Sociological Unit); Family School Relationship; Older Adults; Parent Role; Teacher Role; Educational Cooperation; Indigenous Populations; Urban Education; Urban Areas; Canada + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Semiotik; Familie; Älterer Erwachsener; Parental role; Elternrolle; Lehrerrolle; Education; cooperation; Kooperation; Sinti und Roma; Stadtteilbezogenes Lernen; Urban area; Stadtregion; Kanada
Abstract	Makin and Jones Diaz (2002) suggest that young children's early literacy is most strongly supported when early childhood educators, children's families, and the wider community develop shared understandings about literacy--what counts, what is valued and validated, and whose voices are heard and whose voices are silent. Researchers such as Haas Dyson (1993), Kress (1997), and Stein (2003) argue that young children's literacy experiences comprise much more than developing the conventional processes of written language, but also include their use of a range of multiple semiotic symbol systems. This article will explore young children's constructions of literacy, and reveal the important role family members (e.g. parents, aunts, uncles, grandparents) and school staff (e.g. teachers, Elders, speech and language pathologists) play in mediating young children's literacy learning and development. (As Provided).
Anmerkungen	Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10