• Summary
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Developing Language & Literacy with Young Children, Third Edition, gives parents, teachers, and other professionals who work and play with young children a confident understanding of communication and language development for children from birth to age eight. This resource examines the range of elements that are typical of communication and language activities: thinking, feeling, imagining, talking, listening, drawing, writing, and reading. The author emphasizes the importance of children's relationships and communications with the people who care about them, spend time with them, and share in the excitement of their developing languages and their investigations of literacy. This guidebook covers: Early communication and language Achievements of young bilinguals Stories, narratives, and language play and their significance in literacy development Emerging literacy in homes, early years settings and classrooms

Young Bilinguals
Young bilinguals

The previous chapter contains many examples of early language collected from my own grandchildren – examples which are probably very similar to those heard in most English-speaking households and early years care and education settings. At this point I would like to complete the picture of the two older children, Natalie and Daniel, learning to speak, by filling in the details of the social, cultural and family setting which provided the backdrop for their language development.

First, although the children were born into a home where English was the main language of communication with them in their earliest months and years, their parents and paternal grandparents (who shared the home) were also fluent communicators in German, Hebrew and Hungarian (see Engel and Whitehead, ...

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