Rent 9780205355426 | Early Childhood Language Arts | Jalongo, Mary R. @knetbooks.com

Summary Table of Contents Author Biography

Early Childhood Language Arts offers a comprehensive look at early childhood literacy education integrating the language artslistening, speaking, reading, and writingunlike any other text. This revised text now includes the latest information on brain research, bilingual education, technology, and media influences on young children. It provides instructors with a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. The text also underscores what is being emphasized in early childhood teacher accreditation programs; namely, responding to the increasingly diverse needs of young language learners in inclusive settings, working with parents and families, and collaborating with professionals in other fields. The content and examples throughout each chapter enable students to see how children go through the process of acquiring literacy, and how literacy learning occurs with diverse groups of learners. The body of every chapter concludes with a section on teacher concerns and basic strategies, developmentally appropriate activities, teacher self-assessment, and information on standards as they relate to the content of each chapter.

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Preface

PART ONE Language Learning in Context

Appreciating Diversity in Children's Language

(23)

Fact File on Language Diversity

(1)

What Is a Community of Language Learners?

(6)

Collaboration with Families and Professionals

(1)

Standards to Guide Professional Practice: Diversity in the Language Arts

(2)

Meeting the Needs of Children with Language Differences

(2)

Overview of Children's Language Differences

(1)

Teacher Concerns and Basic Strategies

(4)

Activities to Support Diverse Language Learners

(3)

Teacher Self-Assessment

(2)

Conclusion

(1)

Optimizing Every Child's Language Growth through Family Literacy

(23)

Fact File on Families

(2)

What Is Family and Community Engagement in Schools?

(1)

Collaboration with Families and Professionals

(2)

Standards to Guide Professional Practice: The National PTA Standards

(1)

Overview of Parents' and Families' Contributions ot Early Literacy

(5)

Teacher Concerns and Basic Strategies

(4)

Activities to Support Family Literacy

(4)

Teacher Self-Assessment

(3)

Conclusion

(2)

Understanding Language Development during Early Childhood

(24)

Fact File on Language Development

(1)

What Is Language?

(2)

Collaboration with Families and Professionals

(1)

Standards to Guide Professional Practice: NAEYC Code of Ethical Conduct

(1)

How Do Children Learn to Communicate?

(2)

Components of Language

(4)

Overview of Language Development

(4)

Theories of Language Acquisition

(3)

Teacher Concerns and Basic Strategies

(3)

Classroom Activities to Support Language Development

(1)

Teacher Self-Assessment

(1)

Conclusion

(1)

PART TWO Oral Language

Helping Young Children Become Better Listeners

(24)

Fact File on Listening

(1)

What Is Effective Listening?

(1)

Collaboration with Families and Professionals

(1)

Standards to Guide Professional Practice: When to Make Referrals for Hearing Assessment

(1)

Why Is Listening Important?

(2)

Developmental Overview of Children's Listening Abilities

(4)

Teacher Concerns and Basic Strategies

(3)

Activities to Support Listening

(5)

Teacher Self-Assessment

(5)

Conclusion

(1)

Supporting the Speaking Abilities of the Very Young

(27)

Fact File on Speaking

(2)

What Is a Positive Talk Environment?

(2)

Collaboration with Families and Professionals

(1)

Standards to Guide Professional Practice: Bilingual Education

100

(1)

How Do Young Children Use Speech?

101

(3)

Developmental Overview of Children's Speech

104

(8)

Teacher Concerns and Basic Strategies

112

(1)

Activities to Develop Children's Speaking

113

(7)

Teacher Self-Assessment

120

(1)

Conclusion

121

(1)

PART THREE Written Language

Facilitating Young Children's Expression through Drawing and Writing

122

(27)

Fact File on Children's Drawing and Writing

122

(1)

Relationships between Drawing and Writing

123

(7)

Collaboration with Families and Professionals

130

(1)

Standards to Guide Professional Practice: The Process Approach to Writing

131

(1)

Developmental Overview of Children's Drawing and Writing

131

(5)

Teacher Concerns and Basic Strategies

136

(3)

Activities to Support Children's Drawing and Writing

139

(6)

Teacher Self-Assessment

145

(1)

Conclusion

145

(4)

Fostering Growth in Emergent Literacy and Early Reading

149

(31)

Fact File on Reading

149

(2)

What Is Reading?

151

(2)

Collaboration with Families and Professionals

153

(1)

Standards to Guide Professional Practice: Language Learning Disabilities in Young Children

154

(1)

Developmental Overview of Emergent Reading

155

(7)

Teacher Concerns and Basic Strategies

162

(6)

Activities to Support Reading

168

(11)

Teacher Self-Assessment

179

(1)

Conclusion

179

(1)

PART FOUR Children's Literature, Media, and Technology

Using Narratives and Storytelling to Foster Children's Growth in Literacy

180

(24)

Fact File on Narratives and Storytelling

180

(1)

What Is Narrative?

181

(2)

Collaboration with Families and Professionals

183

(1)

Standards to Guide Professional Practice: The Benefits of Storytelling

184

(1)

Overview of Narrative Styles

185

(6)

Teacher Concerns and Basic Strategies

191

(2)

Activities to Support Storytelling

193

(6)

Teacher Self-Assessment

199

(4)

Conclusion

203

(1)

Leading Young Children to Literature

204

(28)

Fact File on Children's Literature

204

(2)

What Is Literature in Early Childhood?

206

(2)

Collaboration with Families and Professionals

208

(1)

Standards to Guide Professional Practice: Evaluation Questions for Picture Books

208

(2)

Reasons for Using Literature

210

(1)

Ways of Using Literature

211

(10)

Teacher Concerns and Basic Strategies

221

(1)

Activities to Support Responses to Literature

222

(5)

Teacher Self-Assessment

227

(4)

Conclusion

231

(1)

Understanding Media Influences on Literacy and Applying Technology

232

(23)

Fact File on Media Influences and Technology

232

(2)

What Are the Mass Media?

234

(3)

What Is Media Literacy?

237

(3)

Collaboration with Families and Professionals

240

(1)

Standards to Guide Professional Practice: The NAEYC on Technology in Early Childhood Programs

241

(1)

Teacher Concerns and Basic Strategies

242

(4)

Activities to Support Media Awareness and Applications of Technology

246

(3)

Teacher Self-Assessment

249

(2)

Conclusion

251

(4)

PART FIVE The Teacher of Language Arts

Designing and Managing a Language Arts Program

255

(28)

Fact File: Influences on Early Childhood Curriculum

255

(2)

What Is a Balanced Curriculum?

257

(2)

Collaborating with Families and Professionals

259

(3)

Standards to Guide Professional Development: High-Quality Early Literacy Programs

262

(2)

How Ealy Childhood Educators Shape Curriculum

264

(8)

Teacher Concerns and Basic Strategies

272

(4)

Activities to Support Diverse Language Learners

276

(5)

Teacher Self-Assessment

281

(1)

Conclusion

282

(1)

Documenting Children's Progress in the Language Arts

283

(36)

Fact File on Assessment

283

(2)

What Is Assessment?

285

(3)

Collaboration with Families and Professionals

288

(1)

Standards to Guide Professional Practice: Assessment Principles and Federal Legislation

289

(1)

Overview of Assessment Issues

290

(5)

Evaluating Language Arts Programs

295

(1)

Teacher Concerns and Basic Strategies

295

(6)

Activities to Document Children's Language and Literacy Growth

301

(16)

Teacher Self-Assessment

317

(1)

Conclusion

318

(1)

References

319

(21)

Children's Books and Media

340

(5)

Index

345

Mary Renck Jalongo, is a teacher, writer, editor, and educational consultant. Currently she is a professor at Indiana University of Pennsylvania

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