‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

Early Language and Literacy

Early Language and Literacy

Chapter overview

This chapter examines the importance of children communicating through spoken and written symbols, exploring how children’s early language and literacy develop. Two questions frame the discussion: (1) How do children get meaning from the sounds and print around them? (2) How do the environment and adults facilitate children’s early language and literacy development?

Central to the discussion are: the notion of language and literacy as essential life skills; the relationship between language and thinking; the learning of language through social interaction; and children as symbol makers and users. Pedagogical approaches in early years education for language development and early reading and writing are discussed, including sustained shared thinking, the use of environmental print, playful reading and writing, ...

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