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This book explores how young children's language development is
intricately connected to the context in which it takes place. The
term 'context' not only specifies a geographical location, but also
encompasses notions of culture, community and activity. 'Context'
also refers to discourse features and functions, and to the
relationships between the speakers. Every context thus embodies
specific practices, intentions and values which privilege
particular words, phrases, meanings and communication conventions.
Each chapter highlights the dynamic, fluid and multifaceted
interplays between language and context to illustrate how context,
in every sense, is inextricably intertwined with young children's
language and literacy learning opportunities. The chapters
interrogate the topic of 'Young Children's Language in Context' by
collectively exploring the multiple ways that context, broadly and
variously conceptualised, intersects with language and literacy
experiences. Authors examine how contexts shape language and
literacy learning opportunities, how children's language shapes
their social-interactive and relationship contexts, and how their
language and literacy experiences are, themselves contexts which
create socially and culturally endorsed ways to represent ideas,
intentions and expectations. This book will be of interest to
researchers and advanced students of early childhood education and
language development. It was originally published as a special
issue in the International Journal of Early Years Education.
Dominant assumptions about place tend to be defined in relation to
urban communities. To assume a singular construction of urban
places misrepresents the experiences, perspectives, and identities
of urban children, making their identities become invisible to
researchers, educators, and curriculum developers. Sharing a wide
range of perspectives, The Role of Place and Play in Young
Children's Language and Literacy sheds light on language and
literacy learning in play-based early childhood settings where
place plays an important role in teaching and learning. Drawing on
geographic contexts, including northern rural and Indigenous
communities, and giving voice to educational leaders in Indigenous
professional learning contexts, as well as speech-language
pathologists, this book joins forces with literacy and early
childhood education researchers to create an interdisciplinary
collage of theory, research, and practice. Bringing play and place
together, a concept Shelley Stagg Peterson and Nicola Friedrich
call playce-based learning, this book provides new and compelling
ways to think about equity and educational opportunity in the
language and literacy development of young children, and offers
spaces for them to construct their own identities in positive ways.
"This Is a Great Book!" is rooted in the belief that having a wide
range of 'great' books to read is essential to student success as
readers inside the classroom ... and beyond. Based on extensive
research, this highly-readable book explores a wide range of
recommended titles that cover a spectrum of developmental stages
for readers of chapter books to young adult novels. The 100 events
outlined in this resource include a wealth of practical suggestions
- more than 50 reproducible activities, assessment profiles, and
inventories for easy classroom use. Committed to nurturing the love
of reading, the book invites readers to dig deeper in their
understanding and appreciation of books by responding through
writing, discussion, the arts, media, and more. Special attention
is given to the world of leisure reading, where readers make
choices based on their preferences and tastes as they build a
lifelong interest in fiction that will enrich their lives.
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