Language and Literacy for the Early Years
by Sally Neaum Learning Matters
- Pub Date:
- Ebk 184 pages
- AU$50.95 NZ$52.17
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This core text for early childhood studies and early years students focuses on communication, language and literacy in the pre-school years. The text begins by discussing language acquisition and development covering development theory, talking with babies and the factors that affect development. It goes on to give guidance on how to support children's language acquisition through rhymes, songs, story books and storytelling. Finally, it examines the roots of literacy and asks 'what comes before phonics?' Interactive activities are included throughout to engage the reader and research focus features help students make essential links between theory and practice.
PART ONE : LANGUAGE ACQUISITION
An Introduction to Language Acquisition
Understanding Language Acquisition and Development: Theories and Approaches
Language Development Charts
Talking with Babies
Factors that Affect Children's Language Acquisition and Development
Responding to Children with Speech, Language and Communication Needs
PART TWO: SUPPORTING CHILDREN'S LANGUAGE ACQUISITION AND DEVELOPMENT
Interaction to Supoprt Language Acquisition and Development
Supporting Bilingual and Multilingual Children's Language Learning
Starting from the Child
Rhymes, Poems, Songs, Music and Stories
Creating a Literate Environment
PART THREE: BECOMING A READER AND A WRITER
Phonics in the Early Years
'Those studying early childhood and related areas at degree level will find this book very useful for tackling course modules relating to language acquisition. Practical guidance, which includes case studies, outlines how to support language acquisition through rhymes, songs, story books and storytelling and helps students to understand how theory links to practice'
'This is an ideal text for all students studying early childhood degrees and foundation degrees, or for those achieving Early Years Professional Status'
-Early Years Educator
Sally Neaum is a Senior Lecturer in Early Childhood Studies at the University of Teesside. She has worked as a nursery and primary school teacher, as an advisor in early years and inclusion, and in initial teacher training. She has an MEd in Educational Psychology and Special Educational Needs and her doctoral research was in the pedagogy of early literacy. Her research interests include early years pedagogical practices and the impact of the graduate-led programme in early years.