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Understanding the Worlds of Young Children (Hardcover)
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Understanding the Worlds of Young Children (Hardcover)
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Children begin their literacy journeys from the moment of their
birth as they begin to read the world around them. They embark on
their journeys as they observe and react to the gestures and voices
of their family members, and hear and use the language in which
they are immersed to communicate with others. Through their
interactions with the sign systems surrounding them, they become
socialized into the cultural practices of their communities and
construct meaning in their lives. Children's entrance into formal
education, where they begin to read the "word", further connect
them with literacies of other communities, both nationally and
globally. Thus, the early years become a critical time to build and
support current and future learning where children develop into
creative problem solvers, thoughtful communicators and productive
leaders and citizens of the next generation. This volume extends
current knowledge of children's learning by exploring the
importance of children's earliest years within the context of their
families and communities and connecting those years with their
formal education. Development is viewed through a child's
perezhivanie; a concept by Vygotsky (1933-1934/1994) that expresses
the unity of the individual's biological and cultural development.
According to Vygotsky, development does not isolate the individual
from her/his social context. Children are social beings from birth
who acquire and make meanings of their world through their
interactions with their families, friends, childcare providers,
religious groups, and other community members. These interactions
encompass the way children use language within children's ecosocial
(physical and social worlds) where development occurs. How these
ecosocial worlds support each other or collide will impact
children's literacy development. This unique contribution provides
the reader with opportunities to: a) Recognize the importance of
literacy practices as cultural and social within the context of the
multiple worlds of young children, b) promote a continuity of
children's ecosocial worlds into their formal education through
concepts of perezhivanie and resourcebased pedagogies, and c)
envision an alternative framework for recognizing children's
ecosocial worlds outside of the classroom and integrating aspects
of those worlds to involve families in their child's formal
education.
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