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Early Childhood Experiences in Language Arts : Early Literacy,9781418000264
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Early Childhood Experiences in Language Arts : Early Literacy

by
Edition:
8th
ISBN13:

9781418000264

ISBN10:
1418000264
Format:
Paperback
Pub. Date:
3/7/2006
Publisher(s):
Wadsworth Publishing
List Price: $130.66

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Summary

Early Childhood Experiences in the Language Arts: Early Literacy, 8e is a tried and true reference with a goal to produce teachers who matter, teachers who are prepared, and teachers who are knowledgeable companions, exploring and sharing literature and language experiences with young children. In order to achieve this, the book encourages reflective thinking, allows practice of skills, and inspires the collection of ideas for future use. Now in it?s eighth edition, there are many new features and benefits that will arm the reader with valuable information they can take directly into practice. The book includes the most current national legislative efforts, as well as addressing public concern and interest in young children?s language and foundational literacy skills. It also thoroughly addresses the interrelation of listening, speaking, reading, writing, and viewing language art?s areas. While taking a high level view that paints a comprehensive picture of the most important aspects of teaching early literacy, the book also takes a practical approach. The reader will learn very specific activities that include stories, poems, finger plays, and puppetry that they can utilize in a classroom setting. They will also learn curriculum for infants, toddlers, and preschoolers, with the theory followed up by deliberate ?how-to? suggestions. Rounding out this comprehensive book, cultural diversity is addressed, as well as program planning ideas for English language learners and special needs children.

Table of Contents

Preface xi
To the Student xvi
SECTION 1 Language Development: Emerging Literacy in the Young Child
Beginnings of Communication
3(42)
Definitions
6(1)
Influences on Development
6(4)
Theories of Language Emergence
10(3)
Other Theories
13(1)
Research on Infant's Brain Growth
14(4)
Communicative Beginnings in Infancy
18(3)
Crying
21(1)
Smiling and Laughing
22(1)
Babbling
23(2)
Infant Signaling/Signing
25(1)
Understanding
26(1)
First Words
27(1)
Toddler Speech
28(1)
Implications for Infant-Center Staff Members
28(5)
Baby Games and Explorations
33(1)
Social Play
34(1)
Music
34(1)
Reading to Infants
35(2)
Recordings
37(1)
Early Experience with Writing Tools
37(1)
Implications for Parents
37(1)
Summary
38(2)
Additional Resources
40(1)
Helpful Web Sites
41(4)
The Tasks of the Toddler
45(33)
Phonology
47(3)
Syntax
50(2)
Semantics
52(2)
Pragmatics
54(1)
Attachment and Development of Language Skills
55(1)
First Words
55(1)
From Egocentric Speech to Inner Speech
56(1)
Symbolic Gesturing
56(2)
First Sentences
58(1)
Toddler-Adult Conversations
59(1)
Characteristics of Toddler Language
60(1)
Negatives
61(1)
Aids to Toddler Speech Development
61(2)
Language through Music
63(2)
Symbolic Play
65(1)
Making Friends
66(1)
Learning from Mothers
66(1)
Recognizing Differences in Language Growth
67(1)
Introducing Toddlers to Books
67(3)
Beginning Literacy
70(1)
Toys
70(2)
Advice to Parents of Toddlers
72(1)
Summary
72(1)
Additional Resources
73(1)
Helpful Web Sites
74(4)
Preschool Years
78(23)
Young Preschoolers
79(5)
Categories in Children's Thinking
84(5)
Older Preschoolers
89(7)
Summary
96(2)
Additional Resources
98(1)
Helpful Web Sites
98(3)
Growth Systems Affecting Early Language Ability
101(24)
Physical Growth
102(1)
Perception
103(4)
Cognitive Development
107(7)
Social and Emotional Growth
114(3)
Summary
117(1)
Additional Resources
118(1)
Helpful Web Sites
119(6)
SECTION 2 Developing Language Arts Programs
Understanding Differences
125(37)
Child-Focused and Child-Sensitive Approaches
127(1)
Standard English
128(3)
Working with Dialect-Speaking Families
131(1)
The Teacher's Role
131(3)
Second-Language Learners
134(4)
Program Planning for Second-Language-Learners
138(4)
Cultural Differences
142(1)
Promoting Acceptance
143(1)
Cultural Awareness Activities
144(1)
Program Types
145(2)
Children with Special Needs
147(2)
Speech-Language Disorders
149(5)
Other Conditions Teachers May Consider Problems
154(1)
Hearing
155(1)
Seeking Help
156(1)
Advanced Language Achievement
157(1)
Summary
158(1)
Additional Resources
159(1)
Helpful Web Sites
159(3)
Achieving Language and Literacy Goals through Program Planning
162(43)
Visual Literacy
164(1)
Literacy Goals---Skill and Knowledge
165(1)
What Is Early Literacy?
166(2)
Language Arts Instruction---Historical Roots
168(5)
Philosophies
173(2)
Federal Interest and Legislation Affects Language Arts Curriculum
175(5)
Language Use in All Curriculum Areas
180(1)
Language Arts Programming
181(6)
Goal Statements
187(2)
Sociocultural Language Goals
189(1)
Language Arts Curriculum
190(5)
Commitment to Goals and Objectives
195(4)
Summary
199(1)
Additional Resources
200(1)
Helpful Web Sites
200(5)
Promoting Language and Literacy
205(32)
Teaching Strategies and Behaviors
206(2)
The Teacher as a Model
208(4)
The Teacher as Provider
212(3)
The Teacher as Interactor
215(7)
Scaffolding
222(1)
Teacher Interactive Styles
223(5)
The Teacher as a Balancer
228(1)
Summary
229(1)
Additional Resources
229(1)
Helpful Web Sites
230(7)
SECTION 3 Listening: Literate Beginnings
Developing Listening Skills
237(32)
Research on Listening
238(1)
Types of Listening
239(1)
Toddler Listening Experiences
240(2)
Teacher Skills
242(2)
Auditory Perception
244(1)
Settings for Listening
245(4)
Music as a Listening Activity
249(1)
Are There Differences in Children's Listening Abilities?
249(1)
Phonological Awareness
250(2)
Phonemic Awareness Skill
252(2)
Listening Activities
254(1)
Author's Chair or Child Picture-Book Sharing
255(1)
Listening Riddles for Guessing
255(1)
Listen and Follow Directions---Stories and Games
256(1)
Summary
256(1)
Additional Resources
257(1)
Helpful Web Sites
258(11)
SECTION 4 Introducing Literature
Children and Books
269(50)
Age and Book Experiences
271(1)
Brief History of Children's Literature
272(3)
Where to Start
275(1)
Quality
275(4)
If Only They Would Choose Books and Book-Related Activities
279(1)
Reading Books to Young Children
279(3)
Book Selection
282(8)
Culturally Conscious and Culturally Diverse Books
290(1)
Moral and Nonviolent Education
291(1)
Bibliotherapy
291(1)
Reading Books to Young Children
292(6)
After-Reading Discussions
298(1)
Story or Book Dramatization
299(1)
Picture Books as the Basis for Theme Instruction
300(1)
Literature-Based Curriculum
300(1)
From Books to Flannel (Felt) Boards and Beyond
300(1)
Library Skills and Resources
301(1)
Child- and Teacher-Authored Books
302(2)
Book Areas and Centers
304(1)
Resources for Finding Reading Materials
305(1)
Favorite Children's Books
306(1)
Parental Influences on Children's Reading-like Behaviors
306(1)
Summary
307(1)
Additional Resources
308(2)
Volumes Listing Multi-ethnic and Multicultural Children's Books
310(1)
Favorite Children's Books
310(1)
Children's Books Cited in This Chapter
311(1)
Readings
312(1)
Helpful Web Sites
312(7)
Storytelling
319(31)
Storytelling and Literacy
321(2)
Telling Stories without Books
323(1)
Goals
323(1)
Using Picture Books for Storytelling
324(1)
Sources for Stories
325(1)
Story Songs
325(1)
Selection
325(2)
Types of Stories
327(1)
Practice and Preparation
328(6)
Successful Dictation
334(3)
Parents, Volunteers, and Community Storytellers
337(1)
Summary
338(1)
Additional Resources
338(1)
Helpful Web Sites
338(12)
Poetry
350(17)
Learning Opportunities
351(1)
Poetry and Early Reading Ability
352(1)
Selection
352(2)
Poetry Elements
354(1)
Teacher Techniques
355(2)
Sources
357(1)
Suggested Poems
358(5)
Summary
363(1)
Additional Resources
363(1)
Helpful Web Sites
364(3)
Flannel (Felt) Boards and Activity Sets
367(22)
Flannel Board Construction
368(4)
Presentation
372(1)
Suggested Stories and Activities
373(1)
Summary
373(1)
Additional Resources
374(1)
Helpful Web Sites
374(15)
SECTION 5 Speech Growth: Conversation, Expression, and Dramatization
Realizing Speaking Goals
389(33)
Program Goals
391(1)
Daily Conversations
392(4)
The Authentic Teacher
396(1)
Integrating Children into Social Groups
397(1)
Suggested Interaction Guides
397(3)
Awareness of Intelligent Behavior
400(2)
Settings for Preplanned Speaking Activities
402(1)
Questioning Skills
402(3)
Using a Vygotskian or Constructivist Approach
405(1)
Speech in Play and Routines
405(4)
Dramatic Play Settings
409(2)
The Teacher's Role in Dramatic Play
411(4)
Leading Activities
415(1)
Summary
415(1)
Additional Resources
415(1)
Helpful Web Sites
416(6)
Group Times
422(25)
Groups
423(1)
Important Skills for Entering Kindergarten
424(1)
Groups of Younger Preschoolers
425(1)
Planning Small Group Time
425(1)
Groups
426(1)
Circle Starters
426(1)
Circle Activities
427(6)
Chants
433(2)
Finger Play
435(1)
Body-Action Plays
436(1)
Summary
437(1)
Additional Resources
437(1)
Helpful Web Sites
437(10)
Puppetry and Beginning Drama Experiences
447(28)
Audience Skills
449(1)
Stimulating Children's Use of Puppets
449(1)
Teacher Puppetry
449(1)
Puppet Activities
450(3)
Puppet Construction
453(1)
Simple Drama
454(5)
Creative Drama Programs
459(1)
Costumes, Props, and Stage
459(1)
Summary
460(1)
Additional Resources
460(1)
Helpful Web Sites
461(14)
SECTION 6 Writing: Print Awareness and Use
Print---Early Knowledge and Emerging Interest
475(54)
Starting from a Different Place
481(1)
Research in Writing Development
482(1)
Young Children's Progress
483(3)
Invented Spelling (Developmental Spelling)
486(2)
Goals of Instruction
488(1)
Whole-Language Theory
488(1)
Coordination
489(1)
Cognitive Development
490(1)
Play and Writing
490(1)
Drawing Experience
490(1)
Writing and Exposure to Books
491(2)
Planning a Program for Print Awareness and Printing Skill
493(2)
Environment and Materials
495(3)
First School Alphabets
498(2)
Beginning Attempts
500(1)
Planned Activities---Basic Understandings
500(1)
Daily Interactions and Techniques
501(1)
Environmental Print in Daily Life
502(2)
Writing Table or Area
504(1)
Left-Handed Children
504(1)
Teacher Practice
505(1)
Lined Paper
505(1)
Chart Ideas
505(2)
Experience Charts and Stories
507(1)
Chart Books
508(1)
Generating Story Sentences
509(1)
Parent Communication
510(1)
Summary
510(1)
Additional Resources
511(1)
Helpful Web Sites
511(18)
SECTION 7 Reading: A Language Art
Reading and Preschoolers
529(34)
Reading
532(1)
Current Thinking Concerning Early Reading Instruction
532(3)
Pressure for Formal Reading Instruction in Preschools
535(1)
Teacher Awareness of Child Interest and Understanding
536(4)
A Closer Look at Early Readers
540(3)
How Shared Reading Is Done
543(1)
Objectives
544(1)
Sequence of Reading Behavior
545(2)
Reading Methods
547(6)
The Reading Recovery Program
553(1)
The Role of Story Times and Book-Reading Experiences
554(1)
Parents' Role in Reading
554(1)
Summary
555(1)
Additional Resources
555(1)
Helpful Web Sites
556(7)
SECTION 8 Settings Promoting Literacy: At School and Home
Developing a Literacy Environment
563(17)
Language Arts Center
564(3)
The Teacher's Role in Language Centers
567(1)
Housekeeping and Block Areas
568(1)
Displays and Bulletin Boards
569(1)
Chalkboard Activities
569(1)
Audiovisual Equipment
570(2)
Planning Language Centers and Computer Centers
572(5)
Summary
577(1)
Additional Resources
577(1)
Helpful Web Sites
578(2)
The Parent-Center Partnership
580(29)
Parent Guidelines for Literacy and Language Development
585(10)
The Federal Even Start Family Literacy Program
595(2)
Home-School Communication
597(5)
Daily Contacts
602(1)
Written Communication
602(2)
Parent Resources
604(1)
Parents as Program Volunteers
604(1)
Summary
605(1)
Additional Resources
605(1)
Helpful Web Sites
605(4)
Appendix 609(16)
Glossary 625(6)
References 631(18)
Index 649


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