Early Literacy Work with Families: Policy, Practice and Research

Overview

Anyone involved in the field of early childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. In this essential text on the subject, leading members of the project team discuss the research and its findings.

The authors set the study in the policy contexts of family literacy and early childhood education and identify practical research and evaluation strategies for family literacy ...

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Overview

Anyone involved in the field of early childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. In this essential text on the subject, leading members of the project team discuss the research and its findings.

The authors set the study in the policy contexts of family literacy and early childhood education and identify practical research and evaluation strategies for family literacy workers. Issues are examined from all perspectives: teachers', parents' and young children's.

This is an important book and should be read by anyone wishing to keep pace with the field of family literacy in early childhood education. It demonstrates the essential role of research in successful family literacy initiatives and as such will be of great practical use. Students, practitioners, course leaders and all studying the developing field of family literacy will find this book essential reading.

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Product Details

  • ISBN-13: 9781412903745
  • Publisher: SAGE Publications
  • Publication date: 7/28/2005
  • Pages: 216
  • Product dimensions: 6.80 (w) x 9.50 (h) x 0.50 (d)

Meet the Author

Professor Cathy Nutbrown is Head of the School of Education at the University of Sheffield, where she teaches and researches in the field of early childhood education.

Cathy began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers, and other early childhood educators. Cathy is committed to finding ways of working ‘with respect’ with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of ‘respectful education’.

She established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation In June 2012 she reported on her year-long independent review for government on early years and childcare qualifications (The Nutbrown Review). She is Editor-in-Chief of the SAGE Journal of Early Childhood Research and author of over fifty publications on aspects of early childhood education.

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Table of Contents

Pt. 1 Early childhood education and family literacy : policy contexts 1
Ch. 1 Policy contexts 3
Ch. 2 Family literacy programmes 18
Pt. 2 Developing a family literacy project : practice and experience 33
Ch. 3 Building a framework for family literacy practice 35
Ch. 4 Using the ORIM framework to develop a family literacy programme 52
Ch. 5 Opportunities for parents as adult learners 97
Ch. 6 Professional development for family literacy work 104
Pt. 3 Evaluation and the perspectives of participants 115
Ch. 7 The importance of evaluation 117
Ch. 8 Teachers' experiences of family literacy 123
Ch. 9 Parents' experiences and views of a family literacy programme 133
Ch. 10 Children's perspectives on family literacy 147
Ch. 11 Making a difference? 168
Pt. 4 The future for early childhood education and family literacy 173
Ch. 12 Developing practices and processes 175
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