CART

(0) items

Early Childhood Language Art : Metting Diverse Literacy Needs Through Collaboration with Families and Professionals,9780205273775

Early Childhood Language Art : Metting Diverse Literacy Needs Through Collaboration with Families and Professionals

by
ISBN13:

9780205273775

ISBN10:
0205273777
Format:
Paperback
Pub. Date:
10/1/1999
Publisher(s):
Prentice Hall
List Price: $62.00
More New and Used
from Private Sellers
Starting at $1.10
See Prices

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

Related Products


  • Early Childhood Language Arts
    Early Childhood Language Arts
  • Early Childhood Language Arts
    Early Childhood Language Arts
  • Early Childhood Language Arts
    Early Childhood Language Arts
  • Early Childhood Language Arts
    Early Childhood Language Arts
  • Early Childhood Language Arts (with MyEducationKit)
    Early Childhood Language Arts (with MyEducationKit)




Summary

Early Childhood Language Arts, Second Edition, is a comprehensive look at early childhood literacy education. Unlike most early literacy books, it includes listening, speaking, reading, and writing, with a strong children's literature emphasis throughout. This text provides instructors with a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. It underscores what is being emphasized in early childhood teacher accreditation programs; namely, responding to the increasingly diverse needs of young language learners in inclusive settings, working with parents and families, and collaborating with professionals in other fields. Each chapter provides a discussion of the key concepts in the chapter, followed by case material that demonstrates how teachers, families, and professionals in other fields can work together to promote the literacy growth and development of a young child. The content and examples throughout every chapter enable students to see how children go through the process of acquiring literacy, and how literacy learning occurs with diverse groups of learners. The body of every chapter concludes with a section on teacher concerns and basic strategies, developmentally appropriate activities, teacher self-assessment, and information on standards as they relate to the content of each chapter.

Table of Contents

Preface ix
Appreciating Diversity in Children's Language
1(22)
Fact File on Language Diversity
2(1)
What Is a Community of Language Learners
3(3)
Collaboration with Families and Professionals
6(2)
Contributions and Consequences
8(1)
Standards to Guide Professional Practice
8(1)
Diversity in the Language Arts
8(1)
Meeting the Needs of Children with Language Differences
9(3)
Overview of Children's Language Differences
12(4)
Teacher Concerns and Basic Strategies
16(3)
Activities to Support Diverse Language Learners
19(2)
Teacher Self-Assessment
21(2)
Optimizing Every Child's Language Growth through Family Literacy
23(24)
Fact File on Families
24(1)
What is Family and Community Engagement in Schools?
25(1)
Collaboration with Families and Professionals
26(1)
Contributions and Consequences
26(1)
Standards to Guide Professional Practice
27(2)
The National PTA
27(2)
Overview of Parents' and Families' Contributions to Early Literacy
29(3)
Engaging Families as Observers of Children
29(2)
Engaging Families as Environment Arrangers
31(1)
Engaging Families as Interactors
31(1)
Engaging Families as Motivators and Encouragers
32(1)
Teacher Concerns and Basic Strategies
32(5)
Activities to Support Family Literacy
37(3)
Teacher Self-Assessment
40(5)
Conclusion
45(2)
Understanding Language Development during Early Childhood
47(26)
Fact File on Language Development
48(1)
What Is Language
49(2)
Collaboration with Families and Professionals
51(1)
Contributions and Consequences
51(1)
Standards to Guide Professional Practice
52(1)
NAEYC Code of Professional Conduct
52(1)
How Do Children Learn to Communicate
52(3)
Components of Language
55(4)
Overview of Language Development
59(4)
Theories of Language Acquisition
63(6)
Teacher Concerns and Basic Strategies
69(1)
Classroom Activities to Support Language Development
69(1)
Teacher Self-Assessment
70(2)
Conclusion
72(1)
Helping Young Children Become Better Listeners
73(29)
Fact File on Listening
74(1)
What Is Effective Listening?
74(3)
Collaboration with Families and Professionals
77(1)
Contributions and Consequences
77(1)
Standards to Guide Professional Practice
78(1)
Why Is Listening Important?
79(2)
Developmental Overview of Children's Listening
81(4)
Teacher Concerns and Basic Strategies
85(4)
Activities to Support Listening
89(7)
Teacher Self-Assessment
96(4)
Conclusion
100(2)
Supporting the Speaking Abilities of the Very Young
102(28)
Fact File on Speaking
103(1)
What Is a Positive Talk Environment?
104(2)
Collaboration with Families and Professionals
106(1)
Contributions and Consequences
107(1)
Standards to Guide Professional Practice
Bilingual Education
107(1)
How Do Young Children Use Speech?
108(3)
Developmental Overview of Children's Speech
111(7)
Teacher Concerns and Basic Strategies
118(2)
Classroom Activities to Develop Children's Speaking
120(9)
Conclusion
129(1)
Facilitating Young Children's Expression through Drawing and Writing
130(31)
Fact File on Children's Drawing and Writing
131(1)
Relationships Between Drawing and Writing
132(6)
Collaboration with Families and Professionals
138(2)
Standards to Guide Professional Practice
140(1)
The Process Approach to Writing
140(1)
Developmental Overview of Children's Drawing and Writing
140(7)
Prealphabetic Writing and Non representational Drawing
141(1)
Representational Drawing and Alphabetic Writing
142(5)
Teacher Concerns and Basic Strategies
147(2)
Activities to Support Children's Drawing and Writing
149(11)
Conclusion
160(1)
Fostering Growth in Emergent Literacy and Early Reading
161(35)
Fact File on Reading
162(1)
What Is Reading?
163(3)
Collaboration with Families and Professionals
166(1)
Contributions and Consequences
167(1)
Standards to Guide Professional Practice
167(1)
Behaviors Associated with Language Learning Disabilities in Young Children
167(1)
Developmental Overview of Emergent Reading
168(7)
Understanding What a Book Is
168(1)
How a Book Works
169(1)
Becoming a Listener and Participant
169(2)
Inventing Stories to Go Along with Illustrations
171(1)
Focus on Print, Meaning, and Story Knowledge
172(1)
Focus on Word Configuration and Sound---Symbol Correspondence
172(2)
Coordinating Knowledge of Print and Story
174(1)
Teacher Concerns and Basic Strategies
175(7)
Activities to Support Reading
182(7)
Teacher Self-Assessment
189(6)
Conclusion
195(1)
Using Narratives and Storytelling to Foster Children's Growth in Literacy
196(25)
Fact File on Narratives and Storytelling
197(1)
What Is Narrative?
197(2)
Collaboration with Families and Professionals
199(1)
Contributions and Consequences
200(1)
Standards to Guide Professional Practice
200(1)
The Benefits of Storytelling
200(1)
Overview of Narrative Styles
201(7)
Teacher Concerns and Basic Strategies
208(1)
Activities to Support Storytelling
209(10)
Teacher Self-Assessment
219(1)
Conclusion
219(2)
Leading Young Children to Literature
221(32)
Fact File on Children's Literature
222(1)
What Is Literature in Early Childhood?
223(1)
Collaboration with Families and Professionals
223(3)
Contributions and Consequences
226(1)
Standards to Guide Professional Practice
226(1)
Evaluation Questions for Picture Books in Early Childhood Education
226(1)
Reasons for Using Literature
227(1)
Ways of Using Literature
228(9)
Issues of Quality. Which books are better than others? Why?
228(1)
Book Selection Issues. Which books are best suited to which child or group of children?
228(2)
Categories of Books. Which types of books are generally appropriate for the very young?
230(5)
Book Presentation Issues. How should books be shared with young children?
235(2)
Teacher Concerns and Basic Strategies
237(1)
Activities to Support Responses to Literature
238(13)
Teacher Self-Assessment
251(1)
Conclusion
252(1)
Designing and Managing a Language Arts Program
253(30)
Fact File: Influences on Early Childhood Curriculum
254(1)
What Is a Balanced Curriculum?
255(2)
Collaborating with Families and Professionals
257(1)
Contributions and consequences
258(1)
Standards to Guide Professional Development
258(3)
Early Childhood Literacy Development Committee
258(3)
How Early Childhood Educators Shape Curriculum
261(13)
Teacher Concerns and Basic Strategies
274(2)
Activities to Support Diverse Language Learners
276(4)
Teacher Self-Assessment
280(2)
Conclusion
282(1)
Documenting Children's Progress in the Language Arts
283(34)
Fact File on Assessment
284(3)
Collaboration with Families and Professionals
287(1)
Contributions and Consequences
288(1)
Standards to Guide Professional Practice
288(1)
Fundamental Assessment Principles and Federal Legislation Governing Assessment Practices
288(1)
Overview of Assessment Issues
289(5)
Evaluating Language Arts Programs
294(1)
Teacher Concerns and Basic Strategies
294(5)
Activities to Document Children's Language and Literacy Growth
299(16)
Information Gathered from Parents and Families
299(2)
Data Gathered by the Teacher Aide, or Other Trained Personnel
301(11)
Children as Informants about Their Own or Peers' Literacy Learning
312(3)
Teacher Self-Assessment
315(1)
Charting Your Progress in Learning about Student Assessment
315(1)
Conclusion
316(1)
References 317(26)
Index 343


Please wait while the item is added to your cart...