Summary
Contents
Subject index
Covering all routes to early years teaching, this essential textbook provides students and practitioners with everything they need to know to deliver outstanding Early Years practice. Previously titled Achieving Early Years Professional Status, this new edition is completely revised to include recent research and practice guidance for those studying: - Early Years Teacher Status - Teach First Early Years - Early Years Educator - Early Years PGCE New case studies, illustrating best practice, make this text highly relevant for experienced professionals teaching and leading practice in Early Years settings and schools, and anyone interested in helping Early Years children learn and develop. Journal articles linked to each chapter are available at https://study.sagepub.com/education. Denise Reardon, Dilys Wilson and Dympna Fox Reed will be discussing ideas from Early Years Teaching and Learning in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie. Find out more here.
Communication, Language and Literacy in the Early Years
Communication, Language and Literacy in the Early Years
Chapter overview
This chapter seeks to contextualise the Early Years Teacher and Educator (EYT/E) role in developing children’s ability to communicate, use language and develop a love of literacy. The chapter includes ideas to connect theory to early years practice within the confines of any national or local policies, guidelines and frameworks that the EYT/E operates within. A theoretical argument about the EYT/E’s knowledge of teaching early speech, listening, reading and mark-making/writing is presented. Ways to develop children’s disposition to sustained shared thinking (SST), talking with other children and adults, making sense and communicating their thoughts to others is also considered. Creating language- and literacy-rich ...
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