Much More than the ABCs: The Early Stages of Reading and Writing.

Autor/in	Schickedanz, Judith A.
Institution	National Association for the Education of Young Children, Washington, DC.
Titel	Much More than the ABCs: The Early Stages of Reading and Writing.
Quelle	(1999), (178 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-935989-90-0
Schlagwörter	Leitfaden; Beginning Reading; Bibliographies; Child Development; Classroom Environment; Early Childhood Education; Early Experience; Emergent Literacy; Infants; Learning Activities; Learning Centers (Classroom); Learning Strategies; Parent Influence; Play; Prereading Experience; Reading Readiness; Teacher Influence; Writing Readiness; Young Children + Suchen Sie Ihr Suchwort? Erstleseunterricht; Kindesentwicklung; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Frühleseunterricht; Infant; Toddler; Toddlers; Kleinkind; Lernaktivität; Unterrichtsdifferenzierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Spiel; Reading rate; Reading speed; Lesegeschwindigkeit; Frühe Kindheit
Abstract	Based on the premise that without a solid foundation of literacy knowledge and skill, children will have difficulty benefiting from first grade reading and writing instruction, this book for parents and teachers provides a comprehensive introduction to literacy development from infancy through preschool. The book emphasizes age-appropriate methods, books, and materials for encouraging emergent literacy. Chapter 1, "The Early Years: A Time To Begin," discusses myths about literacy development. Chapter 2, "The Beginning: Babies and Books," focuses on infants' and toddlers' interactions with books at various developmental stages and describes sharing books with them in group settings. Chapter 3, "Preschoolers and Books: Contexts for Learning about Language and the World," discusses contributions of book experience to language learning and background knowledge, and presents strategies to facilitate these contributions. Chapter 4, "Preschoolers and Books: Contexts for Reading, Props for Children's Play," discusses how children use books to practice reading and being a reader, and how books can be used in classroom book centers and as props to support play. Chapter 5, "Young Children and Writing," examines young children's writing development and presents ways to support early efforts. Chapter 6, "Organizing the Environment To Support Literacy Development," describes literacy materials and activities for group settings. The book's two appendices offer advice to parents and provide an excerpt from the joint position statement of the International Reading Association and the National Association for the Education of Young Children. Bibliographies for age-appropriate children's books are listed throughout the book, and each chapter contains references. (KB)
Anmerkungen	NAEYC, 1509 16th Street, N.W., Washington, DC 20036-1426 (order no. 204, $8). Tel: 800-424-2460 (Toll Free); Tel: 202-232-8777; Fax: 202-328-1846; Web site: http://www.naeyc.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01