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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.
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