Literacies in Early Childhood

Foundations for Equitable, Quality Pedagogy
Erscheinungsjahr 2019
ISBN: 978-0-19-030514-7
Verlag: Oxford University Press

Buch, Englisch, 368 Seiten, Format (B × H): 203 mm x 244 mm, Gewicht: 786 g

Literacies in Early Childhood takes a deliberately eclectic approach to taking on new ideas about literacy teaching and learning in early childhood education, and challenges conventional thinking on new and returning debates about the 'best' way to teach early literacy.

The book is made up of four sections. Section 1 provides a balanced foundation for thinking about how literacy can be understood. Readers are provided with insight into a broad range of issues relevant to being a literacy teacher, and are invited to engage with different dimensions of the range of literacy repertoires required in today's times.

Section 2 considers notions of diversity by looking at issues including learning English as a second or additional language, early childhood programs for ATSI children, social justice in early childhood provision, and aspects of interculturalism.

In Section 3 the collection focuses specifically on the engagement of young children with pedagogy and the curriculum offered to them. This section includes a diverse selection of extracts and examples from research and practice. In the final section, the authors call literacy teachers to take up a position on what it means to learn literacy and teach literacy in today's contexts.

This collection is put forward not to provide definitive answers, but instead to open discussions in classrooms, lecture halls, and school staff rooms. Literacies in Early Childbood intends to be the impetus for much intellectual work toward providing quality and equity in literacy education across schools and early childhood education contexts.

Autoren/Hrsg.

Woods, Annette

Exley, Beryl

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Schulen, Schulleitung

Inhaltsverzeichnis

- Preface: Equity, Literacy, and Pedagogy

- Section 1: Understandings of Literacy

- 1. Bringing What We Know about Literacy and Equity Together: A discussion about what's important

- 2. 'I didn't know how to take it a step further': Teachers and young children becoming critical

- 3. Reading and Viewing Children's Picture Books with Grammar in Mind

- 4. Literacy as Process

- 5. Putting the Jigsaw Together: Reading and the teaching of phonics in the early years

- 6. How We Live Now: Striving for resilient repertoires of literacy

- Section 2: Transitions, Quality, and Equity

- 7. It's much more than getting ready to go to school: Thinking about young Aboriginal and Torres Strait Islander children learning literacy

- 8. Early Years EAL/D Learners: Proficiencies, trans-languages, and pedagogic identities

- 9. Critiquing Literacy Intervention Solutions from a Balanced Approach: What can a balanced approach tell us?

- 10. Diversity Goes to School: Ways forward for literacy teaching in the early years

- Section 3: Practical Considerations and Theoretical Conundrums

- 11. New Texts, New Kids, New Ways of Thinking: Engaging young children with digital texts in the home

- 12. Writing in the Early Years

- 13. Becoming a Reader in the Early Years

- 14. Thinking about Mode in Becoming Literate: Oral and visual pathways to Print

- 15. Using Multiliteracies as a Lens to Explore Young Children's Engagement with Multimodal Texts

- 16. Playing with Literacy: Quality literacy opportunities in the early years

- 17. Literacy Practices through Digital Making and Play

- 18. Assessment as Discursive Practice in the Early Years

- Section 4: The intellectual/political work of literacy teaching

- 19. Academic Research and Public Debates: A media analysis of the proposed Australian Phonics Check

- 20. Spaces, Places, Bodies, and Things: Sociomaterial perspectives on young children's literacy practices

- 21. Learning Over Time: Rethinking development

- 22. Knowing Teaching through Researching and Reflecting on Practice

Über Autor(innen)

Annette Woods is a Professor in the Faculty of Education at Queensland University of Technology. She teaches and researches in the areas of literacies, social justice, curriculum, pedagogy and assessment, and school reform. Her current research projects include a sociomaterial investigation into learning to write in the early years of school; a study of the implications of bringing literacy and sustainability together as children in kindergarten name their worlds, and research with teacher researcher partners on bringing imagination as a concept to the curriculum. She was a teacher across early childhood, primary and adult literacy contexts for many years before entering the academy. In 2018-2019 she was the President of the national research body, Australian Association for Research in Education (AARE).

Beryl Exley is a Professor who works as a teaching and research academic within the School of Education and Professional Studies at Griffith University in Queensland, Australia. She is an experienced early years and primary years classroom teacher and teacher educator with an interest in English Curriculum and Literacies Education. She has authored and co-authored numerous chapters and journal articles on literacy as a social justice issue and pedagogical approaches for high quality learning and teaching in schooling. Beryl has served on the National Council of the Australian Literacy Educators' Association since 2005 and is currently the National President (2018-2019). She is also past-chair of the International Development in Oceania Committee, a standing committee of the International Literacy Association.