Play and Literacy in Early Childhood: Research From Multiple Perspectives
Editat de Kathleen A. Roskos, James F. Christieen Limba Engleză Paperback – 26 iun 2007
- The Playful Mind
- The Play-Literacy Instructional Environment
- The Play-Literacy Social Context.
Play and Literacy in Early Childhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.
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Specificații
ISBN-13: 9780805856408
ISBN-10: 0805856404
Pagini: 264
Dimensiuni: 152 x 229 x 14 mm
Greutate: 0.34 kg
Ediția:2Revizuită
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0805856404
Pagini: 264
Dimensiuni: 152 x 229 x 14 mm
Greutate: 0.34 kg
Ediția:2Revizuită
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and UndergraduateRecenzii
"...this book delivers on multiple perspectives with sections on the cognitive, ecological, and sociocultural viewpoints well represented. Particularly helpful are the commentaries after each section, which review the salient points and integrate the information and the issues....This is a rich resource for those involved in teacher and parent education programs as well as for early childhood and literacy educators. Recommended at all levels."
—CHOICE
"This book is not merely an excellent source for experienced scholars, but should be a good source of knowledge for doctoral students learning the issue from 'all around'. It is also a book that I would recommend to teacher training departments in Universities and colleges, not to mention teachers already working in the field of early childhood education."
—TASP Newsletter
"This text offers stimulating insight into the relationships among early play behaviors and practices and the child's acquisition of literacy. In addition, readers will more fully understand that play, itself, is a zone of proximal development (to borrow from Vygotsky) and, as such, is a learning opportunity that invites children to expand their physical, social, emotional, and intellectual boundaries."
—Journal of Childhood Education International
"An important building block and next step in constructing theory and a knowledge base on literacy and play. The research and theory contained in this volume represent a second-generation look at the issues and serves to expand our thinking."
—Catherine Kurkjian
Central Connecticut State University
—CHOICE
"This book is not merely an excellent source for experienced scholars, but should be a good source of knowledge for doctoral students learning the issue from 'all around'. It is also a book that I would recommend to teacher training departments in Universities and colleges, not to mention teachers already working in the field of early childhood education."
—TASP Newsletter
"This text offers stimulating insight into the relationships among early play behaviors and practices and the child's acquisition of literacy. In addition, readers will more fully understand that play, itself, is a zone of proximal development (to borrow from Vygotsky) and, as such, is a learning opportunity that invites children to expand their physical, social, emotional, and intellectual boundaries."
—Journal of Childhood Education International
"An important building block and next step in constructing theory and a knowledge base on literacy and play. The research and theory contained in this volume represent a second-generation look at the issues and serves to expand our thinking."
—Catherine Kurkjian
Central Connecticut State University
Cuprins
Contents: K. Roskos,J.F. Christie, Foreword.Part I: The Playful Mind. P.K. Smith, Pretend Play and Children’s Cognitive and Literacy Development: Sources of Evidence, and Some Lessons From the Past.R.K.Sawyer,S. DeZutter, Improvisation: A Lens for Play and Literacy Research. D.W. Rowe, Bringing Books to Life: The Role of Book-Related Dramatic Play in YoungChildren’s Literacy Learning. A.P. Pellegrini,M. Van Ryzin, Commentary—Cognition, Play, and Early Literacy. Part II: The Play-Literacy Instructional Environment. K. Roskos,J.F. Christie, Play in the Context of the New Preschool Basics.L. Dunn,S.A. Beach, Supporting Literacy and Play in Early Childhood Programs: Promising Practicesand Continuing Challenges. M. Han,Individual Differences in Play Style and Literacy: A Bio-Ecological Perspective.J. Johnson, Commentary—Play, Literacy, and Theories of Instruction. Part III: The Play-Literacy Social Context. S.B. Neuman, Social Contexts for Literacy Development: A Family Literacy Program. N. Hall, Literacy, Play, and Authentic Experience. E. Bodrova,D. Leong, Play and Early Literacy: A Vygotskian Approach. P. Hannon, Commentary—Play, Learning, and Teaching. J.F. Christie,K. Roskos, Afterword.
Descriere
This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Play and Literacy in Early Childhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.