This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 18: Moving into Literacy: How it all Begins
Moving into Literacy: How it all Begins
There is very little research into the development of literacy much before the age of 3. There are a number of studies of its development between the ages of 3 and 5 or 6 (Torrey, 1973; Clark, 1976; Bissex, 1980; Luria, 1983; Ferreiro and Teberosky, 1982; Kress, 1997, 2000), and although there are references to earlier stages of literacy in some of these, there are only two studies that deal specifically with the earliest stages of writing and use of notation by children of this age (Lancaster and Roberts, 2006; Tolchinsky, 2003). This is perhaps unsurprising since very young children are not likely to be literate in the commonly understood sense of ...