Literacy Learning Begins at Birth . . . . . . and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children's early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children. From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices-Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding-as the framework, the authors discuss how educators can support five important areas of young children's early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more. With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children's linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children's linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.

Explore how one classroom community played with and collaboratively engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children's play narratives as the foundation from which rich curricula can grow.

In this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically. Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privileging others. The book includes insights, strategies, and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just schools.

This book invites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms. After inviting readers to consider and better understand the diverse language and literacy practices of diverse children, it offers invitations for teachers to make these practices foundational in their own classrooms and to consider meaningful possibilities for learning authentically with young children in primary grades. It features chapters that focus on oral language, reading, and writing development, all while recognizing that these are not separate. In each of these chapters, readers are invited to consider diverse possibilities, perspectives, and points of view in practice within primary grades classrooms. Throughout, it offers ways to foster classroom learning communities where racially, culturally, and linguistically diverse children are supported and valued.

Discover the language and learning possibilities of young children's active engagement with book experiences, in which they talk with one another as they make meaning from literature centered around their lives and interests. Drawing from their backgrounds as teachers and researchers, as well as their many experiences facilitating and observing read-alouds with diverse students, the authors provide a practical guide to conducting book discussions that promote deep engagement and the natural development of literacy skills. The text includes detailed recommendations for setting up the classroom reading environment, selecting books, preparing materials, setting goals, and integrating discussions with curricular demands, all while maintaining a child-centered philosophy and addressing the needs of culturally and linguistically diverse students. Book Talk melds theory about literacy learning with the practical realities of reading and talking with young children in 21st-century preschool and primary classrooms.Book Features: Promotes read-aloud experiences that keep children, their backgrounds, and their experiences front and center. Offers guidance for tailoring discussions around specific learning goals across the literacy curriculum. Shares the authors' learning journeys and their support for the learning of other early childhood educators. Includes vignettes from classroom literature discussions, as well as conversations between educators. Incorporates classroom observations, teacher reflections, and research-based teaching practices. Addresses a variety of early childhood audiences, including preschool, kindergarten, and primary-grade teachers, preservice teacher candidates, school librarians, and teacher educators.

If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants act up in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK12 classrooms. They include step-by-step instructions with vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience.

Explore how one classroom community played with and collaboratively engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children's play narratives as the foundation from which rich curricula can grow.

Discover the language and learning possibilities of young children's active engagement with book experiences, in which they talk with one another as they make meaning from literature centered around their lives and interests. Drawing from their backgrounds as teachers and researchers, as well as their many experiences facilitating and observing read-alouds with diverse students, the authors provide a practical guide to conducting book discussions that promote deep engagement and the natural development of literacy skills. The text includes detailed recommendations for setting up the classroom reading environment, selecting books, preparing materials, setting goals, and integrating discussions with curricular demands, all while maintaining a child-centered philosophy and addressing the needs of culturally and linguistically diverse students. Book Talk melds theory about literacy learning with the practical realities of reading and talking with young children in 21st-century preschool and primary classrooms.Book Features: Promotes read-aloud experiences that keep children, their backgrounds, and their experiences front and center. Offers guidance for tailoring discussions around specific learning goals across the literacy curriculum. Shares the authors' learning journeys and their support for the learning of other early childhood educators. Includes vignettes from classroom literature discussions, as well as conversations between educators. Incorporates classroom observations, teacher reflections, and research-based teaching practices. Addresses a variety of early childhood audiences, including preschool, kindergarten, and primary-grade teachers, preservice teacher candidates, school librarians, and teacher educators.

This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. The teachers and classrooms portrayed here provide young children with rich educational experiences that empower them to understand themselves in relation to others. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation that encourage educators to start planning ways of enhancing their own teaching, making their early childhood setting a more equitable learning space.