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.

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.

scholarly journals The Ability of Latin Letter Recognition in Early Children in Raudhatul Atfhal Annajamissa'adah Medan Tembung

2020 ◽  
Vol 3 (2) ◽  
pp. 791-798
Author(s):  
Yuni Sitorus
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Letter Recognition ◽  
Learning Activities ◽  
Process Learning ◽  
Working Together ◽  
The Media ◽  
Teachers And Parents ◽  
Latin Letter ◽  
At Home

The background of the problem in this study is the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field and the teacher has not used an effective and efficient media in learning to recognize Latin letters. This study aims to process learning activities in the form of activities of teachers, students and parents in the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field through the process of learning the introduction of Latin letters in early childhood. The results showed that there were some weaknesses and strengths in learning Latin letters recognition. Because children lack enthusiasm in learning because the media conducted by teachers is less effective. Therefore there must be cooperation between parents of students and teachers so that students also study at home not only studying at Raudhatul Atfhal Annajamissa'adah clay field but at home must also be taught by parents so that the ability to recognize Latin letters can die. Because so far researchers see the lack of cooperation between teachers and parents in working together in educating young children in Raudhatul Atfhal Annajamissa'adah so the level of children's ability to recognize Latin letters is different.

scholarly journals Mama Spider

2018 ◽  
Vol 43 (1) ◽  
pp. 73-80
Author(s):  
Monica Pineda
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Educator ◽  
Place And Space ◽  
Ecological Responsibility

In this paper I share how I, an early childhood educator, respond to the challenge of the Anthropocene. There is a greater need for pedagogies of relationality and a focus on webbing ethical and ecological responsibility with practice. Through a series of pedagogical narrations I restory the coconstruction of the place and space that spiders, young children, and I shared.

scholarly journals Research Roundup: Brain and Body Working Together

2020 ◽  
Vol 18 (1) ◽  
pp. 38
Author(s):  
Betsy Diamant-Cohen ◽  
Katie Scherrer
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Motor Skills ◽  
Literacy Development ◽  
Literacy Practices ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Youth Services ◽  
Early Literacy Development ◽  
Working Together

Using movement in the storytime setting is not new. Most presenters know that, at minimum, movement is a great tool for helping young children “get the wiggles out” and have fun before resettling for the parts of the program that require more attention and focus.However, much like the use of songs, props, and conversation in the days before youth services staff were well-versed in the development of early literacy competencies, the use of movement in storytime is often intuitive rather than intentional. The great news is that these instincts to utilize movement are right on track! Not only does movement help children build gross and fine motor skills, emerging research indicates combining movement with early literacy practices actually boosts early literacy development as well.

scholarly journals The Family Literacy Project: Sharing the pleasure of early literacy

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Snoeks Desmond
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Literacy Development ◽  
Family Literacy ◽  
Early Childhood Development ◽  
Health Messages ◽  
Childhood Development ◽  
Independent Evaluation ◽  
The Family ◽  
Community Libraries

The Family Literacy Project works with women in rural Kwa-Zulu-Natal to help them improve their levels of literacy and provides encouragement as they support the literacy development of their children. These women have regularly visited neighbouring families to read to and play with children and discuss early childhood development and relevant health messages with adults. In addition community libraries and book boxes provide books for these under resourced areas. The findings of an independent evaluation are used to highlight aspects of the project.

Citizenship for All in the Literate Community: An Ethnography of Young Children with Significant Disabilities in Inclusive Early Childhood Settings

2004 ◽  
Vol 74 (4) ◽  
pp. 373-403 ◽  
Author(s):  
CHRISTOPHER KLIEWER ◽  
LINDA MAY FITZGERALD ◽  
JODI MEYER-MORK ◽  
PATRESA HARTMAN ◽  
PAT ENGLISH-SAND ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Literacy Development ◽  
Children With Disabilities ◽  
Ethnographic Methods ◽  
Significant Disabilities ◽  
Making Meaning ◽  
Children's Narratives ◽  
Early Childhood Settings ◽  
Inclusive Early Childhood

In this study, Christopher Kliewer, Linda Fitzgerald, Jodi Meyer-Mork, Patresa Hartman, Pat English-Sand, and Donna Raschke use ethnographic methods to explore literacy development in young children considered to have significant disabilities. The study settings included nine preschool and kindergarten classrooms across five programs, all of which involved children with and without disabilities learning side-byside. Over the course of two school years, the authors observed teachers emphasizing children's narratives, and in so doing effectively fostering the citizenship of all children in the literate communities of the classrooms under study. The authors describe several themes that appeared in their data related to fostering effective literacy development in children historically segregated from rich curricular opportunities. In this effort, defining literacy as making meaning and interpreting children with disabilities as competent meaning-makers was foremost.

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.

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