This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ‘what,’ the ‘how,℉ and the ‘why’ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions, and further reading.
Chapter 9: Children's Books in the Early Years of Education
Children's Books in the Early Years of Education
Poems and stories tap deep responses. Such processes take time and cannot be measured or tested by immediate questioning about the surface features of the poems and stories. However, the cumulative effect of our many experiences as spectators of fictive events, feelings and personalities is an enlargement of our imaginative sensibilities and understandings.
[I]nformational texts can be powerful tools when emergent readers and writers explore the means and ends of written language.
The inclusion of a chapter on both the value of and ways to use children's literature can need no justification in a volume focusing on the development and teaching of literacy. After all, books are both the ...