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International Perspectives on Digital Media and Early Literacy
evaluates the use and impact of digital devices for social
interaction, language acquisition, and early literacy. It explores
the role of interactive mediation as a tool for using digital media
and provides empirical examples of best practice for digital media
targeting language teaching and learning. The book brings together
a range of international contributions and discusses the increasing
trend of digitalization as an additional resource in early
childhood literacy. It provides a broad insight into current
research on the potential of digital media in inclusive settings by
integrating multiple perspectives from different scientific fields:
(psycho)linguistics, cognitive science, language didactics,
developmental psychology, technology development, and human-machine
interaction. Drawing on a large body of research, it shows that
crucial early experiences in communication and social learning are
the basis for later academic skills. The book is structured to
display children's first developmental steps in learning in
interaction with digital media and highlight various domains of
early digital media use in family, kindergarten, and primary
schools. This book will appeal to practitioners, academics,
researchers, and students with an interest in early education,
literacy education, digital education, the sociology of digital
culture and social interaction, school reform, and teacher
education.
Picturebooks, understood as a series of meaningful text-picture
relations, are increasingly acknowledged as an autonomous sub-genre
of children's literature. Being highly complex aesthetic products,
their use is deeply embedded in specific situations of joint
attention between a caregiver and a child. This volume focuses on
the question of what children may learn from looking at
picturebooks, whether printed in a book format, created in a
digital format, or self-produced by educationalists and
researchers. Interest in the relationship between cognitive
processes and children's literature is growing rapidly, and in this
book, theoretical frameworks such as cognitive linguistics,
cognitive narratology, cognitive poetics, and cognitive psychology,
have been applied to the analysis of children's literature.
Chapters gather empirical research from the fields of literary
studies, linguistics and cognitive psychology together for the
first time to build a cohesive understanding of how picturebooks
assist learning and development. International contributions
explore: language acquisition the child's cognitive development
emotional development literary acquisition ("literary literacy")
visual literacy. Divided into three parts considering symbol-based
learning, co-constructed learning, and learning language skills,
this cross-disciplinary volume will appeal to researchers, students
and professionals engaged in children's literature and literacy
studies, as well as those from the fields of cognitive and
developmental psychology, linguistics, and education.
Picturebooks, understood as a series of meaningful text-picture
relations, are increasingly acknowledged as an autonomous sub-genre
of children's literature. Being highly complex aesthetic products,
their use is deeply embedded in specific situations of joint
attention between a caregiver and a child. This volume focuses on
the question of what children may learn from looking at
picturebooks, whether printed in a book format, created in a
digital format, or self-produced by educationalists and
researchers. Interest in the relationship between cognitive
processes and children's literature is growing rapidly, and in this
book, theoretical frameworks such as cognitive linguistics,
cognitive narratology, cognitive poetics, and cognitive psychology,
have been applied to the analysis of children's literature.
Chapters gather empirical research from the fields of literary
studies, linguistics and cognitive psychology together for the
first time to build a cohesive understanding of how picturebooks
assist learning and development. International contributions
explore: language acquisition the child's cognitive development
emotional development literary acquisition ("literary literacy")
visual literacy. Divided into three parts considering symbol-based
learning, co-constructed learning, and learning language skills,
this cross-disciplinary volume will appeal to researchers, students
and professionals engaged in children's literature and literacy
studies, as well as those from the fields of cognitive and
developmental psychology, linguistics, and education.
International Perspectives on Digital Media and Early Literacy
evaluates the use and impact of digital devices for social
interaction, language acquisition, and early literacy. It explores
the role of interactive mediation as a tool for using digital media
and provides empirical examples of best practice for digital media
targeting language teaching and learning. The book brings together
a range of international contributions and discusses the increasing
trend of digitalization as an additional resource in early
childhood literacy. It provides a broad insight into current
research on the potential of digital media in inclusive settings by
integrating multiple perspectives from different scientific fields:
(psycho)linguistics, cognitive science, language didactics,
developmental psychology, technology development, and human-machine
interaction. Drawing on a large body of research, it shows that
crucial early experiences in communication and social learning are
the basis for later academic skills. The book is structured to
display children's first developmental steps in learning in
interaction with digital media and highlight various domains of
early digital media use in family, kindergarten, and primary
schools. This book will appeal to practitioners, academics,
researchers, and students with an interest in early education,
literacy education, digital education, the sociology of digital
culture and social interaction, school reform, and teacher
education.
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