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Essentials of literacy from 0-7: children's journeys into literacy
Author
Publisher
SAGE
Publication Date
2008
Language
English
Description
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Table of Contents
From the Book
Introduction and acknowledgements
Introducing the community of learners
The importance of a rich language environment, with multi-sensory experience
A broad, rich and deep curriculum, across all areas of development and learning
Learning together, adults and children
Thoughts to take with you as you read the book
Summary - the essentials of literacy
1. Introducing the essentials of literacy
When should children be taught to read and write?
Key moments in the journey towards literacy: walking, talking and pretending
In order for young children to (later) be able to read and write independently, these are the essentials of literacy
Taking traditional practice forward in a learning community
2. Observing children in an enabling environment
Observing children
The Early Years Foundation Stage Profile
Continuing the learning journey
Creating the atmosphere
The (hidden) importance of play
Sharing books together, as well as looking at books alone
Meaningful print
Movement, dance and music
Powerful first-hand experiences which support understanding of rhymes
Opening up the world of communication, language and literacy in an enabling environment
3. Baby songs
Development of the brain
The first few months - looking, listening and moving
Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways
Baby songs
4. Finger rhymes
Sitting - fingers and thumbs
Crawling - balancing and travelling at the same time
Introducing finger rhymes to children
Stage 1
Stage 2
Stage 3
Finger dexterity as emergent 'writing'
Finger thymes should not be used in isolation from other types of rhyme
Stage 1
What were the results (outcomes) for stage 1 finger rhymes?
Stage 2
What were the results (outcomes) for stage 2 finger rhymes?
Stage 3
What are the results (outcomes) for stage 3 finger rhymes?
5. Mark-making and writing
Mark-making
Getting the idea of flow in writing
From a three-dimensional world to a two-dimensional world
Key messages about children beginning to write
6. Action songs - on the spot
Why sing action songs with young children?
Who started the tradition of singing action songs with children?
Why does the tradition continue today? Is it still a valuable tradition?
The upper body: on the spot
Head to feet - the order in which the brain develops co-ordinated movement
Action songs using the body, but on the spot (non-locomotion)
Stage 1 action songs - upper body, simple rhymes and movements
Stage 2 action songs - more upper body movement sequences and several verses
Stage 3 - whole-body non-locomotion action songs
Summary
7. Action songs - moving around
Why locomotion action songs come later
Action songs involving locomotion
Action songs that become ring games
Action songs that create a drama
Summary
8. Nursery rhymes
Nursery rhymes are part of the canon of literature in the English language
The sounds of language
Using nursery rhymes - strengthening what comes naturally to children
Traditional nursery rhymes selected to develop phonemic awareness
The importance of not rushing children through their journey into literacy
Where is each child in their unique journey into literacy?
Summary
9. Poetry cards
Understanding comes before competence
What are poetry cards?
Making the poetry card
Poetry cards make a bridge between language development, reading and writing
Making human sense of reading and writing
In what order should children be introduced to the linking of sounds with letters?
English is one of the most irregular and inconsistent languages in the world
Poetry cards give children anchor points
Summary
Bibliography
Index
Excerpt
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Author Notes
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More Details
Contributors
ISBN
9781847872425
9781847872418
9781847872418
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