Family Ties: Strengthening Partnerships with Families through Toddlers' Stories

Autor/inn/en	Logue, Mary Ellin; Shelton, Hattie; Cronkite, Dianna; Austin, Jodelle
Titel	Family Ties: Strengthening Partnerships with Families through Toddlers' Stories
Quelle	In: Young Children, 62 (2007) 2, S.85-87 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Toddlers; Language Acquisition; Family School Relationship; Child Language; Partnerships in Education; Parent Teacher Cooperation; Interpersonal Communication; Communication Skills; Story Telling + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Kommunikationsstil
Abstract	Most children between 18 and 24 months can say about 50 words and understand hundreds more. While children a few months younger use single words to label objects and people, the one- and two-word phrases children use at this age show the beginnings of what they call "stories"--children's expressions of their desires, descriptions of what they see, and reports on their knowledge of the world. In this article, the authors describe how a group of families and teachers decided to work together and document toddlers' one- and two-word "stories" as a way to strengthen family-teacher partnerships and promote the children's language development. They also offer suggestions that other teachers can use to strengthen partnerships with families and increase understanding of toddlers' emerging language. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10