CONTACT THE PUBLISHER: Email | Skype | Facebook | Twitter

Contemporary Perspectives on Literacy in Early Childhood Education

Edited by:
Olivia Saracho, University of Maryland
Bernard Spodek, University of Illinois

  • Buy
  • Paperback
    Web Price: $39.09
    (Reg. $45.99)
    + add to cart
  • Hardcover
    Web Price: $73.09
    (Reg. $85.99)
    + add to cart
  • eBook
SHARE:   Tell a Friend   |   Link to this   |   Embed this

A volume in the series: Contemporary Perspectives in Early Childhood Education. Editor(s): Olivia Saracho, University of Maryland. Bernard Spodek, University of Illinois.

Published 2002

This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children’s literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin’s footsteps. Sulzby and Teale (1986) identify the following concepts about young children’s acquisition of literacy learning:

1. Literacy development originates well before children are introduced to formal instruction.
2. The notion that reading precedes writing or that writing precedes reading is a fallacy.
3. Literacy blooms in "real?life" settings and by performing real?life activities that are used to "get things done."
4. The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy.
5. Children’s cognitive development is important to their acquisition of literacy during the years from birth to six.
6. Children learn written language when they actively engage in their world.

Competent teachers throughout the United States suggest that prior to attending school, children have acquired a distinctive culture, collection of experiences, and group of abilities (Vacca & Vacca, 2000). Many prekindergarten children have been in a group setting for three and four years such as a child care setting where teachers and caregivers teach them reading and writing.

Introduction: Contemporary Theories of Literacy, Olivia N. Saracho & Bernard Spodek. Teachers' Roles in Promoting Literacy-Related Play, Olivia N. Saracho. Hypermediating Literacy Activity: How Learning Contexts Get Recognized, Kris Gutierrez and Lynda Stone. Creating Opportunities for Discourse: Language and Literacy Development for At-risk Children, Barbara Wasik, Mary Alice Bond, and Annemarie Hindman. Storybook Reading: What We Know and What We Should Consider, Jon Shapiro, Jim Anderson, and Ann Anderson. Bridging Home and School Literacy: In Search of Transformative Approaches to Curriculum, Trevor H. Cairney. Engaging Children in the Appropriation of Literacy: The Importance of Parental Beliefs and Practices, Susan Sonnenschein. Promising Perspectives and Practices in Family Literacy, Olivia N. Saracho. Recommendations for Research, Theory, and Practice for Literacy Programs in Early Childhood Education, Olivia N. Saracho & Bernard Spodek.

> Early Childhood Education

Contemporary Perspectives on Early Childhood Curriculum

Contemporary Perspectives on Families, Communities and Schools for Young Children

Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education

Contemporary Perspectives on Play in Early Childhood Education

International Perspectives on Research in Early Childhood Education

Studying Teachers in Early Childhood Settings

Contemporary Perspectives on Socialization and Social Development in Early Childhood Education

Contemporary Perspectives on Social Learning in Early Childhood Education

Contemporary Perspectives on Mathematics in Early Childhood Education

Contemporary Perspectives on Science and Technology in Early Childhood Education

Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education

Contemporary Perspectives on Research in Creativity in Early Childhood Education

Bernard Spodek: Early Childhood Education Scholar, Researcher, and Teacher

Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education

Handbook of Research Methods in Early Childhood Education - Volume I: Research Methodologies

Handbook of Research Methods in Early Childhood Education - Volume 2: Review of Research Methodologies

We use Paypal for online orders. Click here for more information about ordering from IAP.

Your "10-300" box is empty! Start filling it up and get a great deal on 10 books. Click here if you need help.
You can delete items after ordering