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Early Childhood Language Arts,9780205355426
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Early Childhood Language Arts

by
Edition:
4th
ISBN13:

9780205355426

ISBN10:
0205355420
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $97.20

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This is the 4th edition with a publication date of 1/1/2007.
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Summary

Early Childhood Language Arts offers a comprehensive look at early childhood literacy education integrating the language artslistening, speaking, reading, and writingunlike any other text. This revised text now includes the latest information on brain research, bilingual education, technology, and media influences on young children. It provides instructors with a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. The text also 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. The content and examples throughout each 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.

Author Biography

Mary Renck Jalongo, is a teacher, writer, editor, and educational consultant. Currently she is a professor at Indiana University of Pennsylvania

Table of Contents

Preface ix
PART ONE Language Learning in Context
Appreciating Diversity in Children's Language
1(23)
Fact File on Language Diversity
1(1)
What Is a Community of Language Learners?
2(6)
Collaboration with Families and Professionals
8(1)
Standards to Guide Professional Practice: Diversity in the Language Arts
9(2)
Meeting the Needs of Children with Language Differences
11(2)
Overview of Children's Language Differences
13(1)
Teacher Concerns and Basic Strategies
14(4)
Activities to Support Diverse Language Learners
18(3)
Teacher Self-Assessment
21(2)
Conclusion
23(1)
Optimizing Every Child's Language Growth through Family Literacy
24(23)
Fact File on Families
24(2)
What Is Family and Community Engagement in Schools?
26(1)
Collaboration with Families and Professionals
27(2)
Standards to Guide Professional Practice: The National PTA Standards
29(1)
Overview of Parents' and Families' Contributions ot Early Literacy
29(5)
Teacher Concerns and Basic Strategies
34(4)
Activities to Support Family Literacy
38(4)
Teacher Self-Assessment
42(3)
Conclusion
45(2)
Understanding Language Development during Early Childhood
47(24)
Fact File on Language Development
47(1)
What Is Language?
48(2)
Collaboration with Families and Professionals
50(1)
Standards to Guide Professional Practice: NAEYC Code of Ethical Conduct
51(1)
How Do Children Learn to Communicate?
52(2)
Components of Language
54(4)
Overview of Language Development
58(4)
Theories of Language Acquisition
62(3)
Teacher Concerns and Basic Strategies
65(3)
Classroom Activities to Support Language Development
68(1)
Teacher Self-Assessment
69(1)
Conclusion
70(1)
PART TWO Oral Language
Helping Young Children Become Better Listeners
71(24)
Fact File on Listening
71(1)
What Is Effective Listening?
72(1)
Collaboration with Families and Professionals
73(1)
Standards to Guide Professional Practice: When to Make Referrals for Hearing Assessment
74(1)
Why Is Listening Important?
75(2)
Developmental Overview of Children's Listening Abilities
77(4)
Teacher Concerns and Basic Strategies
81(3)
Activities to Support Listening
84(5)
Teacher Self-Assessment
89(5)
Conclusion
94(1)
Supporting the Speaking Abilities of the Very Young
95(27)
Fact File on Speaking
95(2)
What Is a Positive Talk Environment?
97(2)
Collaboration with Families and Professionals
99(1)
Standards to Guide Professional Practice: Bilingual Education
100(1)
How Do Young Children Use Speech?
101(3)
Developmental Overview of Children's Speech
104(8)
Teacher Concerns and Basic Strategies
112(1)
Activities to Develop Children's Speaking
113(7)
Teacher Self-Assessment
120(1)
Conclusion
121(1)
PART THREE Written Language
Facilitating Young Children's Expression through Drawing and Writing
122(27)
Fact File on Children's Drawing and Writing
122(1)
Relationships between Drawing and Writing
123(7)
Collaboration with Families and Professionals
130(1)
Standards to Guide Professional Practice: The Process Approach to Writing
131(1)
Developmental Overview of Children's Drawing and Writing
131(5)
Teacher Concerns and Basic Strategies
136(3)
Activities to Support Children's Drawing and Writing
139(6)
Teacher Self-Assessment
145(1)
Conclusion
145(4)
Fostering Growth in Emergent Literacy and Early Reading
149(31)
Fact File on Reading
149(2)
What Is Reading?
151(2)
Collaboration with Families and Professionals
153(1)
Standards to Guide Professional Practice: Language Learning Disabilities in Young Children
154(1)
Developmental Overview of Emergent Reading
155(7)
Teacher Concerns and Basic Strategies
162(6)
Activities to Support Reading
168(11)
Teacher Self-Assessment
179(1)
Conclusion
179(1)
PART FOUR Children's Literature, Media, and Technology
Using Narratives and Storytelling to Foster Children's Growth in Literacy
180(24)
Fact File on Narratives and Storytelling
180(1)
What Is Narrative?
181(2)
Collaboration with Families and Professionals
183(1)
Standards to Guide Professional Practice: The Benefits of Storytelling
184(1)
Overview of Narrative Styles
185(6)
Teacher Concerns and Basic Strategies
191(2)
Activities to Support Storytelling
193(6)
Teacher Self-Assessment
199(4)
Conclusion
203(1)
Leading Young Children to Literature
204(28)
Fact File on Children's Literature
204(2)
What Is Literature in Early Childhood?
206(2)
Collaboration with Families and Professionals
208(1)
Standards to Guide Professional Practice: Evaluation Questions for Picture Books
208(2)
Reasons for Using Literature
210(1)
Ways of Using Literature
211(10)
Teacher Concerns and Basic Strategies
221(1)
Activities to Support Responses to Literature
222(5)
Teacher Self-Assessment
227(4)
Conclusion
231(1)
Understanding Media Influences on Literacy and Applying Technology
232(23)
Fact File on Media Influences and Technology
232(2)
What Are the Mass Media?
234(3)
What Is Media Literacy?
237(3)
Collaboration with Families and Professionals
240(1)
Standards to Guide Professional Practice: The NAEYC on Technology in Early Childhood Programs
241(1)
Teacher Concerns and Basic Strategies
242(4)
Activities to Support Media Awareness and Applications of Technology
246(3)
Teacher Self-Assessment
249(2)
Conclusion
251(4)
PART FIVE The Teacher of Language Arts
Designing and Managing a Language Arts Program
255(28)
Fact File: Influences on Early Childhood Curriculum
255(2)
What Is a Balanced Curriculum?
257(2)
Collaborating with Families and Professionals
259(3)
Standards to Guide Professional Development: High-Quality Early Literacy Programs
262(2)
How Ealy Childhood Educators Shape Curriculum
264(8)
Teacher Concerns and Basic Strategies
272(4)
Activities to Support Diverse Language Learners
276(5)
Teacher Self-Assessment
281(1)
Conclusion
282(1)
Documenting Children's Progress in the Language Arts
283(36)
Fact File on Assessment
283(2)
What Is Assessment?
285(3)
Collaboration with Families and Professionals
288(1)
Standards to Guide Professional Practice: Assessment Principles and Federal Legislation
289(1)
Overview of Assessment Issues
290(5)
Evaluating Language Arts Programs
295(1)
Teacher Concerns and Basic Strategies
295(6)
Activities to Document Children's Language and Literacy Growth
301(16)
Teacher Self-Assessment
317(1)
Conclusion
318(1)
References 319(21)
Children's Books and Media 340(5)
Index 345


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