The Early Childhood Project: A 5-Year Longitudinal Investigation of Children’s Literacy Development in Sociocultural Context

2009 ◽  
pp. 85-96 ◽  
Author(s):  
Susan Sonnenschein ◽  
Linda Baker ◽  
Robert Serpell
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Sociocultural Context ◽  
Longitudinal Investigation ◽  
Children's Literacy

Enhanced Picture Books

2013 ◽  
pp. 196-218 ◽  
Author(s):  
Maria Cahill ◽  
Anne McGill-Franzen ◽  
Dawn Peterson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Literacy Development ◽  
Picture Books ◽  
Research Literature ◽  
Shared Reading ◽  
Home School ◽  
Early Childhood Classroom ◽  
School Connection ◽  
Children's Literacy

This chapter provides a rationale for using digitally Enhanced Picture Books (EPBs), electronic texts which pair text narration with animated pictures, with young children in the classroom and as a home-school connection tool. First, we synthesize the research on shared reading with young children. Next, we detail the research literature in the area of digital text use with young children. We suggest substantive variables to consider when selecting EPBs. Finally, we recommend practices for integrating EPBs into the primary and early childhood classroom in a manner that will advance young children’s literacy development.

Interactive Story Reading and Language Development in Early Years

2020 ◽  
pp. 345-367
Author(s):  
Sühendan Er ◽  
Müdriye Yildiz Biçakçi
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Literacy Development ◽  
Mother Tongue ◽  
Early Years ◽  
Problem Solving Skills ◽  
Story Reading ◽  
Analytical Thinking ◽  
Children's Literacy

Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive, and language development. During this period, one of the major indications is how children use their mother tongue. In respect of environmental effects, stories have a crucial role. Interactive story reading is one of the most studied formats for increasing language learning in children. Many research studies have shown that children make significant gains in various areas of development through interactive story reading experiences. Parents can support their children's language development and thereby their children's literacy development by interactive story reading. Interactive story reading is developed by Whitehurst and others and it is a process that leads the children improve their analytical thinking, expressing themselves, problem solving skills and inquiring. Moving from this, in this chapter, the effects of interactive story reading on language development of children is discussed through research done in the area.

Family Literacy: Schools and Families of Young Children Working Together

2001 ◽  
Vol 26 (2) ◽  
pp. 20-24 ◽  
Author(s):  
Jennifer Jayatilaka
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Western Australia ◽  
Literacy Development ◽  
Family Literacy ◽  
Early Childhood Educator ◽  
Literacy Initiative ◽  
Working Together ◽  
Children's Literacy ◽  
Masters Degree

This paper examines ways in which schools and their communities might work together to support young children's literacy development as they make the transition from home to school. Recent research in the area of family literacy is discussed and the terms ‘literacy’ and ‘family literacy’ defined. Implications and recommendations for schools are discussed in terms of a participatory, empowering model of family literacy. This model is illustrated by examples from a recent family literacy initiative conducted by the author. Jenny Jayatilaka completed this research as part of her Masters degree at Edith Cowan University, Western Australia. She has been an early childhood educator for more than 20 years.

The (im)materiality of literacy in early childhood: A socio-material approach to online and offline events

2021 ◽  
pp. 1476718X2098385
Author(s):  
Alejandra Pacheco-Costa ◽  
Fernando Guzmán-Simón
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Research Method ◽  
Literacy Practices ◽  
Literacy Studies ◽  
Hybrid Nature ◽  
Ethnographic Approach ◽  
The Way

Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

scholarly journals Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats

2007 ◽  
Vol 54 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Ingrid Willenberg
Keyword(s):  
Emergent Literacy ◽  
South African ◽  
Literacy Development ◽  
Assessment Tool ◽  
Developed Countries ◽  
The United States ◽  
Literacy Skills ◽  
Assessment Protocol ◽  
Emergent Literacy Skills ◽  
Children's Literacy

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

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