Early Childhood Language Arts

by Jalongo, Mary Renck

• ISBN13: 9780205273775
• ISBN10: 0205273777
• Edition: 2nd
• Format: Paperback
• Copyright: 1999-10-01
• Publisher: Pearson College Div

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