Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Pre-service and in-service teachers get sound instructional strategies for teaching the language arts to young children from birth to kindergarten and enhancing their reading, writing, speaking and listening development in this unique book that places children at the center of all good language and literacy teaching. This book is about teaching the language arts-about facilitating young children's reading, writing, speaking, and listening development. In a very readable manner, the book places children at the center of all good language and literacy teaching, while focusing on four central themes that run throughout the book: 1. The authors provide rich descriptions of two perspectives in children's language and early literacy learning: emergent literacy and scientifically based reading research, and equip early childhood teachers with the know how to use the instructional strategies supported by the research in both perspectives. 2. The authors acknowledge and take into account the increasing diversity of our society and schools by providing numerous illustrations of how teachers can work effectively with diverse learners, providing special features at the end of chapters that explain how to adapt instruction for English Language Learners and children with special needs, and by providing information on the tools teachers can use to discover what each child knows and can do, in order to build on that child's prior knowledge. 3. The authors stress that assessment cannot be separated from good teaching and they describe strategies that teachers can use to understand children's language and literacy knowledge in the context of specific learning and teaching events, while also focusing on today's increasingly important "accountability" function of assessment and standardized testing instruments. 4. The authors acknowledge the importance of the family in young children's language and literacy development and include descriptions of how early childhood teachers can connect with families and engage caregivers in their children's school or center.

These new resources have been written for the new 9-1 grading scale, with progression, international relevance and support at their core. The new 9-1 grading scale ensures a consistent international standard of qualification. The increase in levels of grading allows learners to achieve their full potential and make more informed decisions about their options for progression. A fully integrated Progression Map tool allows quick and easy formative assessment of student progress, linked to guidance on tailored learning solutions, helping students make the best progress they can. The embedded transferrable skills that are needed for progression into higher education and employment, are explicitly signposted allowing students to understand, and engage with, the skills they're gaining. Online teacher support will save you valuable time when planning, teaching and assessing. Each Student Book provides access to an ActiveBook, a digital version of the Student's Book, which can be accessed online, anytime, anywhere supporting learning beyond the classroom. Specifically developed for International learners, with appropriate international content, making it engaging and relevant for all learners and allowing for learning in a local context, to a global standard. EAL-focused content, checked by an EAL specialist, addresses the needs of EAL students with carefully graded writing to B2/C1 level (CEFR) and a glossary provided of specialist vocabulary.

Cultures of Uneven and Combined Development represents an extraordinary contribution to our understanding of Leon Trotsky's concept of uneven and combined development. This groundbreaking collection brings together the work of scholars from both the field of international relations and the field of literature and the arts in an effort to adapt the political and historical analysis which originated in Trotsky's Russia and apply them to the subject of contemporary world literature. The results provide essential insights for those looking to find new ways of understanding literary texts, as well as for those seeking to draw lessons from Trotsky's revolutionary politics for use in combatting today's world order. Contributors: Alexander Anievas, Gail Day, James Christie, Kamran Matin, Kerem Nisancioglu, Luke Cooper, Michael Niblett, Neil Davidson, Nesrin Degirmencioglu, Robert Spencer, Steve Edwards.

How children acquire language and literacy knowledge in many different contexts-and how teachers can effectively promote the development of oral and written language-is the focus of this highly regarded resource. Readers get an authoritative look at how children acquire language and literacy in a variety of contexts and how teachers can effectively promote development in oral and written language. Teaching Language and Literacy integrates a constructivist/emergent literacy perspective with scientifically-based instructional practices that are successful in supporting children's reading, writing, listening and speaking development. This new edition features the work of a new author, Kathleen Roskos, and includes numerous up to date references, examples, and hands-on activities for putting theory into practice in today's classrooms.

Discover the universal language of childhood!

"Play, Development, and Early Education" challenges the reader to discover what play is and how to incorporate it into a curriculum for children from toddlerhood through the primary grades. The nature of play as a mode for learning is examined through three core ideas: the quality of play in early childhood, play as a means of self-expression, and play as a channel of communication to achieving social sense. In addition, the text addresses the role of parents in supporting and elaborating play, the direct connections between research and play practice, and the value of play in relation to the total development (cognitive, affective, emotional, social, and physical) of "all" children.

Praise for "Play, Development, and Early Education"
""To say that I am impressed with this text would be making an understatement of the year. We in early childhood education have needed such a text for a long time.""
Dr. Ramona E. Patterson, South Louisiana Community College

""The authors have written an extensive account showing the scope and depth of children's play including the current trends, research, and informed opinions on the importance of childhood play.""
Regina C.M. Williams, Central Ohio Technical College

About the authors
James E. Johnson is Professor of Early Childhood Education at The Pennsylvania State University. His scholarly activities center around children's play, early childhood programs, and the educational role of the family. He has authored textbooks on early childhood programs and play.

James F. Christie is Professor of Curriculum and Instruction at Arizona State University. His researchinterests include children's play and early literacy development. He has co-authored two other textbooks with Allyn & Bacon on early literacy.

Francis Wardle studied play in Guatemala and Brazil, and is an international expert on outdoor play for young children. Currently Dr. Wardle teaches at Red Rocks Community College and the University of Phoenix--Colorado Campus, consults for Head Start, and writes both books, including an introductory early childhood education textbook for Allyn & Bacon, and articles for a variety of national publications.