Essentials of Literacy From 0-7 : A Whole-Child Approach to Communication, Language and Literacy

by Tina Bruce

• ISBN13: 9781849205993
• ISBN10: 184920599X
• Edition: 2nd
• Format: Paperback
• Copyright: 2011-04-06
• Publisher: SAGE Publications Ltd

Summary

Children flourish in their development and learning when practitioners and parents work together. Childrens' development and learning are further enhanced when interconnected knowledge and understanding work together.In this new edition the authors guide readers in understanding of child development. They highlight the need for those who work with young children to become reflective practitioners. Through a focus on the introduction of nursery rhymes, finger rhymes, action songs and poetry cards, the authors provide a gentle, child-friendly way to develop literacy 0-7.Thoroughly revised and updated, this book includes:- Case studies and examples- Discussion of the primary framework- Inclusion of schools as an educational setting- Age-appropriate activities- Further reading suggestions at the end of each chapterThis book is useful for teachers, practitioners, teaching assistants and childminders and for anyone working with children from birth to seven years in nursery and primary schools, children's centres, foundation units, and at home.Tina Bruce is an Honorary visiting professor in Early Childhood at Roehampton University.Jenny Spratt is Head of EYFS and Children's Centre Services for Peterborough Local Authority

Author Biography

Tina Bruce CBE is an Honorary visiting professor in Early Childhood at Roehampton University. Jenny Spratt is Head of EYFS and Children's Centre Services for Peterborough Local Authority.

Table of Contents

About the authors	p. viii
Introduction and acknowledgements	p. 1
Introducing the community of learners	p. 4
The importance of a rich language environment, with multi-sensory experiences	p. 9
A broad, rich and deep curriculum, across all areas of development and learning	p. 9
Learning together, adults and children	p. 11
Thoughts to take with you as you read the book	p. 11
Summary - the essentials of literacy	p. 12
Introducing the essentials of communication, language and literacy	p. 13
When should children be taught to read and write?	p. 13
Key moments in the journey towards literacy	p. 16
In order for young children to (later) be able to read and write independently, these are the essentials of literacy	p. 18
Taking traditional practice forward in a learning community	p. 24
Observing children in an enabling environment	p. 26
Observing children	p. 26
Assessment	p. 28
Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old	p. 30
Creating the atmosphere	p. 31
The (hidden) importance of play	p. 34
Sharing books together, as well as looking at books alone	p. 38
Meaningful print	p. 46
Movement, dance and music	p. 49
Powerful first-hand experiences which support children's understanding of rhymes	p. 50
Opening up the world of communication, language and literacy in an enabling environment	p. 51
Parent/baby songs	p. 53
The development of the brain	p. 53
The first few months - looking, listening and moving	p. 54
Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways	p. 56
Parent/baby songs	p. 58
In summary	p. 62
Finger rhymes	p. 63
The relationship between finger rhymes and action songs - on the spot and moving around	p. 63
Sitting - looking at fingers and thumbs	p. 64
Crawling - balancing and travelling at the same time	p. 65
Introducing finger rhymes to children	p. 71
	p. 72
	p. 72
	p. 72
Finger dexterity as emergent 'writing'	p. 72
Finger rhymes should not be used in isolation from other types of rhyme	p. 73
	p. 74
What were the results (outcomes) for Stage 1 finger rhymes?	p. 75
	p. 76
What were the results (outcomes) for Stage 2 finger rhymes?	p. 77
	p. 78
What are the results (outcomes) for Stage 3 finger rhymes?	p. 80
In summary	p. 81
Mark-making and writing	p. 82
Mark-making	p. 82
Getting the idea of flow in writing	p. 92
From a three-dimensional world to a two-dimensional world	p. 94
Key messages about children beginning to write	p. 97
Action songs - on the spot	p. 99
Who started the tradition of singing action songs with children?	p. 99
Why does the tradition continue today? Is it still a valuable tradition?	p. 101
The upper body: non-locomotion action songs	p. 101
Head to feet - the order in which the brain develops co-ordinated movement	p. 103
Action songs using the body, but on the spot (non-locomotion)	p. 109
action songs - upper body simple rhymes and movements	p. 109
action songs - more upper body movement sequences and several verses	p. 110
whole-body non-locomotion action songs	p. 111
In summary	p. 114
Action songs - moving around	p. 115
Why locomotion action songs come later	p. 115
Action songs involving locomotion	p. 117
Action songs that become ring games	p. 120
Action songs that create a drama	p. 121
In summary	p. 124
Nursery rhymes	p. 126
Nursery rhymes are part of the canon of literature in the English language	p. 127
The sounds of language	p. 127
Using nursery rhymes - strengthening what comes naturally to children	p. 130
Traditional nursery rhymes selected to develop phonemic awareness	p. 132
The importance of not rushing children through their journey into literacy	p. 134
In summary	p. 139
Poetry cards: mapping sounds onto letters	p. 141
Why use poetry cards?	p. 141
What are poetry cards?	p. 142
Making the poetry card	p. 143
Poetry cards give children anchor points	p. 145
Recognizing words and understanding what they mean	p. 153
In what order should children be introduced to the linking of sounds with letters?	p. 156
In summary	p. 158
Bibliography	p. 161
Index	p. 168
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