Reading Their Worlds: Working with Diverse Families to Enhance Children's Early Literacy Development

Autor/inn/en	Ordonez-Jasis, Rosario; Ortiz, Robert W.
Titel	Reading Their Worlds: Working with Diverse Families to Enhance Children's Early Literacy Development
Quelle	In: Young Children, 61 (2006) 1, S.42-48 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Educational Needs; Emergent Literacy; Family Literacy; Literacy Education; Cultural Differences; Family (Sociological Unit); Early Childhood Education; Partnerships in Education; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Frühleseunterricht; Kultureller Unterschied; Familie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulpartnerschaft
Abstract	Successful, Culturally Enriched, and Linguistically Sensitive family literacy programs incorporate families' life experiences, ways of knowing, educational needs and resources, and goals. Alma Flor Ada (2003) reminds us that "students live in two worlds: home and school. If these two worlds do not recognize, understand, and respect each other, students are put in a difficult predicament" and very little learning can take place (p. 11). As educators working with early childhood educators who want to develop family literacy programs for culturally and linguistically diverse families, we discuss the need for respectful partnerships that build on the strengths of parents and other family members. We encourage educators to begin meaningful two-way conversations that will enable them to read the world of their young students and their families. (ERIC).
Anmerkungen	National Association for the Education of Young Children, 1509 16th Street NW, Washington, DC 20036. Tel: 202-232-8777; Fax: 202-234-6415; Web site: http://www.journal.naeyc.org; e-mail: editorial@naeyc.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10