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.

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.

scholarly journals Critical Issues Literacy Connections between School and Home: How Should We Evaluate Them?

1997 ◽  
Vol 29 (4) ◽  
pp. 587-616 ◽  
Author(s):  
Robert Serpell
Keyword(s):  
Family Life ◽  
Literacy Development ◽  
Home School ◽  
School Connection ◽  
The World ◽  
Critical Issues ◽  
Children’S Homes ◽  
Children's Literacy ◽  
Teachers And Parents ◽  
The One

The value of a partnership between teachers and parents in the promotion of children's literacy appears self-evident. It symbolizes both the school's accountability to the community it serves and the complementary responsibility of families to support the school's agenda of empowering their children with the tools of civilization. Many parents and teachers across the world perceive, however, that there is something amiss with the relations between them. On the one hand, they share an interest in the literacy development of the same children, and in some sense, they subscribe to an implicit contract to share responsibility for promoting it. Yet, disagreement frequently arises about how this contract is to be executed in practice. In this eclectic review of research, I consider three complementary ways in which the nature of the connection between children's homes and the schools they attend can be problematized, each focusing on a different criterial dimension for evaluating the home-school connection: (a) congruence of family life with the agenda of schooling, (b) intimacy, or depth of understanding, between teachers and parents, and (c) sociocultural productivity of the interaction between the school and its students' home communities.

What makes partnership valid? Home-school communication and parent-school partnerships

1999 ◽  
Vol 22 (1) ◽  
pp. 43-60
Author(s):  
Anthony J. Liddicoat ◽  
Glenda Shopen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Recent Work ◽  
Literacy Development ◽  
Current Practice ◽  
Home School ◽  
School Partnerships ◽  
School Communication ◽  
School Learning ◽  
Children's Literacy

Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.

Building Epistemic Awareness in the Early Childhood Classroom

2010 ◽  
pp. 177-216
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Education ◽  
Early Childhood Classroom ◽  
Academic Environments ◽  
Childhood Education ◽  
New Approaches ◽  
The World ◽  
New Thinking

It is evident from the information in the previous chapters in this book that there is much to be learned about how technology fits into the world of early childhood education (ECE). This chapter discusses some exciting new thinking about epistemology and how children and teachers learn and how this could relate to technology and all learning with young children and their teachers. The new understanding of preschool education potential demands new approaches to these vital years of schooling if we are to prepare our children to succeed in the increasingly demanding academic environments.

Interventions for Young Children With and at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 53 (3) ◽  
pp. 183-187
Author(s):  
Kristin L. Withey
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Current Model ◽  
Early Childhood Classroom ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Life Success ◽  
A Current

Social-emotional and behavioral skills are essential to school and life success. Some young children, though, demonstrate significant delays in these areas. While there is a current hierarchical model of behavioral interventions for young children, it is lacking explicit interventions to be implemented in the early childhood classroom. This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.

“You Get What You Get”? Learner Agency in the Early Childhood Music Classroom

2017 ◽  
Vol 31 (1) ◽  
pp. 44-46 ◽  
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Student Learning ◽  
Color Preference ◽  
Student Choice ◽  
Early Childhood Classroom ◽  
Music Classroom ◽  
Learner Agency ◽  
And Control ◽  
Enhance Student Learning

In this article, I suggest that providing opportunities for agency (student choice or control) in the early childhood classroom could enhance student learning. One important way that young children demonstrate agency is through expressing color preference. I encourage teachers to look for opportunities to give children choices and control in the classroom, including selecting colors of classroom props or leading a conducting activity.

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2019 ◽  
pp. 484-504
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2015 ◽  
pp. 1-20
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

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