Beginning Literacy With Language: Young Children Learning at Home and School

by Dickinson, David K.

• ISBN13: 9781557664792
• ISBN10: 155766479X
• Edition: 1st
• Format: Paperback
• Copyright: 2001-04-01
• Publisher: PAUL H. BROOKES PUBLISHING CO, INC.

Summary

In this exciting new book, you'll travel into the homes and schools of over 70 young children from diverse backgrounds and observe parent-child and teacher-child interactions. Through research gathered in the Home School Study of Language and Literacy Development, the authors share with you the relationship they've found between these critical, early interactions and children's kindergarten language and literacy skills. You'll explore both the home and school environments of these children at ages 3, 4, and 5. You'll see how families talk to their young children during everyday activities like book reading, toy play, and mealtimes. You'll also examine children's conversations throughout the classroom day and consider how teachers strive to support children's development. In each chapter, you'll see how the data was collected read actual transcripts of parent-child and teacher- child interactions recognize how these interactions relate to later development get suggest

Table of Contents

About the Editors	p. ix
About the Contributors	p. xi
Foreword	p. xv
Acknowledgments	p. xix
Language Development in the Preschool Years	p. 1
Importance of Language Development in the Preschool Years
Anatomy of a Research Study
The Portrait Children
Purpose of this Book
Supporting Language and Literacy Development in the Home	p. 27
Parents and Children Reading Books Together	p. 31
Importance of Book Reading in Children's Development of Language and Literacy Skills
Talk During Book Reading in the Home-School Study
Home Support for Literacy
Discussion
Suggestions for Parents
Playing at Home: The Talk of Pretend Play	p. 53
Defining Social Pretend Play
Theoretical Views on the Development of Social Pretend Play
Analyzing the Play Sessions
Suggestions for Parents
Eating and Reading: Links Between Family Conversations with Preschoolers and Later Language and Literacy	p. 75
Mealtime Data Collection
Literacy Outcomes
Conclusions
Suggestions for Parents
"You Know What Oxygen Is?": Learning New Words at Home	p. 93
Learning New Words
Support for Rare-Word Use in the Different Conversational Contexts
Relationships Between Rare Words and Kindergarten Vocabulary
Conclusions
Suggestions for Parents
Home Language and Literacy Environment: Final Results	p. 111
Magnet Task and Science Process Talk
Home Language and Literacy Environment: Putting the Pieces Together
Home Language and Literacy Environment and Kindergarten Skills
Discussion
Conclusions
Supporting Language and Literacy Development in the Preschool Classroom	p. 139
Prior Studies of Preschool Supports for Language and Literacy
Summary
Classroom Data Collection
Overview of the Chapters in this Section
Children's Experiences in Preschool	p. 149
Methodological Considerations
Focus Teachers
Teachers' Pedagogical Beliefs
Teachers' Classroom Practices
Conclusions
Book Reading in Preschool Classrooms: Is Recommended Practice Common?	p. 175
How Effective Book-Reading Practices Support Literacy Development
Mariana's Classroom: A Didactic Instruction Approach
Todd's Classroom: A Constructivist Approach
Place of Book Reading in the Classroom Day Across All Classrooms
How Two Teachers Read Books
Overall Style of Reading Books
Book-Reading Styles and Group Management
Content of Book Discussions Across Classrooms
Conclusions
Suggestions for Teachers
Language Opportunities During Mealtimes in Preschool Classrooms	p. 205
Role of Mealtimes in the Head Start Day
Comparisons of the Quality of Mealtime Conversations
Long-Term Implications of Language Use During Mealtimes
Suggestions for Teachers
Conclusions
Large-Group and Free-Play Times: Conversational Settings Supporting Language and Literacy Development	p. 223
Background Research
Profile Classrooms: Astra's and Casey's Classroom Days
Examining Large-Group Activities in Our Classrooms
Examining Free-Play Activities in Our Classrooms
Shift Between Preschool and Kindergarten
How We Examined Children's Conversations
Relationships Between Language Experiences and Development in Kindergarten
Contributions of Group Times to Language and Literacy in Kindergarten
Contributions of Free Play to Language and Literacy in Kindergarten
Conclusions
Suggestions for Teachers
Putting the Pieces Together: Impact of Preschool on Children's Language and Literacy Development in Kindergarten	p. 257
Dimensions of Children's Classroom Experiences
Factors Affecting Teacher's Classroom Practices
Examining the Overall Impact of Preschool
Understanding How Classrooms Support Children's Development
Bringing Homes and Schools Together	p. 289
Parent Involvement as a Link Between Home and School	p. 291
Measuring Parent Involvement in the Home-School Study
Conclusions
Homes and Schools Together: Supporting Language and Literacy Development	p. 313
Long-Term Importance of Kindergarten Language and Literacy Skills
Linking Home and School Data
Implications for Practitioners and Policymakers
Conclusions
Home-School Study Data	p. 335
References	p. 387
Index	p. 397
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