Early and Emergent Literacy Practices as a Foundation for Hawaiian Language Medium Education

2019 ◽  
pp. 25-43
Author(s):  
Candace Kaleimamoowahinekapu Galla ◽  
William H. “Pila” Wilson
Keyword(s):  
Emergent Literacy ◽  
Literacy Practices ◽  
Hawaiian Language ◽  
Medium Education

Emergent Literacy Practices and Support for Children with Disabilities: A National Survey

2014 ◽  
Vol 37 (3) ◽  
pp. 495-529 ◽  
Author(s):  
Andrea P. McDonnell ◽  
Leanne S. Hawken ◽  
Susan S. Johnston ◽  
Jaimee E. Kidder ◽  
Marjorie J. Lynes ◽  
...  
Keyword(s):  
Emergent Literacy ◽  
National Survey ◽  
Children With Disabilities ◽  
Literacy Practices

Educators' Literacy Practices in Two Emergent Literacy Contexts

2013 ◽  
Vol 27 (1) ◽  
pp. 46-60 ◽  
Author(s):  
Lisa-Christine Girard ◽  
Luigi Girolametto ◽  
Elaine Weitzman ◽  
Janice Greenberg
Keyword(s):  
Emergent Literacy ◽  
Literacy Practices

scholarly journals Young children’s digital literacy practices in the sociocultural contexts of their homes

2020 ◽  
Vol 20 (3) ◽  
pp. 472-499 ◽  
Author(s):  
Kristiina Kumpulainen ◽  
Heidi Sairanen ◽  
Alexandra Nordström
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Daily Lives ◽  
Video Recordings ◽  
Field Notes ◽  
Sociocultural Contexts

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia

2014 ◽  
pp. 1180-1190
Author(s):  
Ramonia R. Rochester
Keyword(s):  
Emergent Literacy ◽  
Sex Education ◽  
Literacy Practices ◽  
Single Gender ◽  
Single Sex ◽  
Gender Education ◽  
Single Gender Education ◽  
Single Sex Education ◽  
And Mathematics ◽  
The Uk

Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.

scholarly journals Posthuman literacies: Young children moving in time, place and more-than-human worlds

2017 ◽  
Vol 17 (3) ◽  
pp. 374-391 ◽  
Author(s):  
Abigail Hackett ◽  
Margaret Somerville
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emergent Literacy ◽  
Literacy Practices ◽  
Human Perception ◽  
The Body ◽  
Communicative Practice ◽  
Starting Point ◽  
The Moment ◽  
The Uk

This paper examines the potential of posthumanism to enable a reconceptualisation of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies: in the first study, two-year-old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produced a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement within in-the-moment becoming. Movement and sound exist beyond the parameters of human perception, within a flat ontology in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings.

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments

2018 ◽  
Vol 49 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Pamela Terrell ◽  
Maggie Watson
Keyword(s):  
Child Care ◽  
Early Intervention ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Practices ◽  
Skill Development ◽  
Literacy Skill ◽  
Evidence Based ◽  
Literacy Skill Development ◽  
Literacy Environments

Purpose As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. Method A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Results Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Conclusions Application of this “toolbox” of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.

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