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EARLY CHILDHOOD EXPERIENCE IN THE LANGUAGE ARTS: EARLY LITERACY, Tenth Edition helps readers become knowledgeable companions to young children as they explore and share literature and language experiences through interesting, developmentally appropriate activities. To achieve this goal, this contemporary reference encourages reflective thinking, allows for practice of skills, and inspires the collection of ideas for future use. It thoroughly explores the primary interrelated areas of language arts—listening, speaking, reading, and writing—as well as the closely tied area of visual literacy, which is increasingly important given children's frequent interactions with visual technology. While painting a comprehensive picture of the most important aspects of teaching early literacy, the book also incorporates valuable information that teachers can take directly into practice. Readers learn classroom activities involving stories, poems, finger plays, and puppetry. They also learn curriculum for infants, toddlers, and preschoolers, with discussions of theory illuminated by practical how-to suggestions. Cultural diversity is addressed, as are program-planning ideas for English language learners and special-needs children.
"The three greatest strengths of this text are the depth of discussion of each chapter topic (particularly on infant and toddler language acquisition), the student activities listed at the end of each chapter and the topics covered in the appendix. It is apparent that the author is well-versed in the certification standards and NAEYC accreditation practices".
"Another strength of the project is the author's unbiased presentation of both sides of hot topics and critical issues. Issues are clearly explained and reasoning on both sides of issues is presented".
"Family communication and involvement in early childhood programs has become increasingly important to accrediting agencies, and rightly so. The text does such a fine job in the chapter, The Parent-Center Partnership (19)".
"Jeanne Machado demonstrates respect for children in so many small, but important ways. For example, she introduces trace writing so that the teacher can model the writing process without writing directly on the child's work. Through instances such as this, the reader comes to know the author and trust her insights."
Section 1: EARLY EXPERIENCES: LANGUAGE GROWTH AND DEVELOPMENT. 1. Beginnings of Communication. 2. The Tasks of the Toddler. 3. Preschool Years. 4. Growth Systems Affecting Early Language Ability. Section 2: LANGUAGE AND LITERACY PROGRAMS: RECOGNIZING DIVERSE NEEDS AND GOALS. 5. Understanding Differences. 6. Achieving Language and Literacy Goals through Program Planning. 7. Promoting Language and Literacy. 8. Developing Listening Skills. Section 3: LITERATURE AND OTHER LANGUAGE ARTS AREAS. 9. Children and Books. 10. Storytelling. 11. Poetry. 12. Flannel (Felt) Boards and Activity Sets. Section 4: THE GROWTH OF SPEECH AND EXPRESSION. 13. Realizing Speaking Goals. 14. Group Times. 15. Puppetry and Beginning Drama Experiences. Section 5: WRITING AND READING: NATURAL COMPANIONS. 16. Print—Early Knowledge and Emerging Interest. 17. Reading and Preschoolers. Section 6: SCHOOL AND HOME: ENVIRONMENTS, FAMILY, AND PARTNERSHIPS. 18. Developing a Literacy Environment. 19. The Family-Center Partnership.