| 000 -LEADER |
|---|
| fixed length control field |
02610nam a22002057a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| ISBN |
9781952331084 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
305.232 |
| Item number |
LIT |
| 100 ## - MAIN ENTRY--AUTHOR NAME |
|---|
| Personal name |
Wright, Tanya S. |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Literacy learning for infants, toddlers, & preschoolers: |
| Sub Title |
key practices for educators/ |
| Statement of responsibility, etc |
Tanya S. Wright , Sonia Q. Cabell , Nell K. Duke and Mariana Souto-Manning |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication |
Washington: |
| Name of publisher |
National Association for the Education of Young Children, |
| Year of publication |
2022. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Number of Pages |
viii,141p. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Authors Introduction and How to Use this Book Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding. Chapter 1: Clever Communicators Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read. Chapter 2: Print Navigators As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways. Chapter 3: Sound–Letter Linkers The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words. Chapter 4: Resourceful Writers In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children’s attempts to share their ideas through writing. Chapter 5: Text Comprehenders Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read aloud and other interactions with written text that facilitate language development and higher-order discussion. Index
|
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Preschool childrens |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Infants |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Toddlers - care |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Cabell, Sonia Q. (jt auth.) |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Duke, Nell K. (jt auth.) |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Manning, Mariana Souto. (jt auth.) |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Books |