| Description |
ix, 278 pages : illustrations ; 24 cm |
| Bibliography |
Includes bibliographical references (pages 263-277). |
| Contents |
Children come to school by different paths. Children's language ; Conversation as one model of teaching interactions ; Tomai, the storyteller ; Literacy awareness: from acts to awareness ; Developmental learning puzzles me ; A fable -- Understanding what children know. Looking and seeing in the classroom ; Using the concepts about print task with school entrants ; Concepts about print in English and other languages ; The power of writing in early literacy ; Fostering independence in writing ; Introducing storybooks to young readers ; Constructive processes: reading, writing, talking, art, and crafts -- The challenge of helping all children to become literate. The challenge of literacy improvement ; Ashok's story from India ; Accommodating diversity in early literacy learning ; Child development and literacy learning. |
| Summary |
The author tells new teachers many of the concerns that lie at the heart of her work with young children -- the observation of the constructive child, the challenges of early encounters with how we put language down in print (Concepts About Print), introducing storybooks to children, and how we can better adapt to diversity in our classrooms. |
| Subject |
Language arts (Early childhood)
|
|
Children -- Language.
|
|
Child development.
|
|
Literacy -- Social aspects.
|
|
Child development. (OCoLC)fst00854393
|
|
Children -- Language.
(OCoLC)fst00855024
|
|
Language arts (Early childhood) (OCoLC)fst00992309
|
|
Literacy -- Social aspects.
(OCoLC)fst00999885
|
|
Kleinkind (DE-588)4031081-4
|
|
Leseunterricht (DE-588)4035448-9
|
|
United States.
|
|
Language arts (early childhood outcomes)
|
|
Child development.
|
| Other Form: |
Online version: Clay, Marie M. By different paths to common outcomes. York, Me. : Stenhouse Publishers, ©1998 (OCoLC)622070827 |
| ISBN |
0868632945 (alk. paper) |
|
9780868632940 (alk. paper) |
|
1571100873 |
|
9781571100870 |
|
