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ERIC Number: ED379673
Record Type: RIE
Publication Date: 1995
Pages: 204
Abstractor: N/A
ISBN: ISBN-0-13-183997-7
The Storybook Journey: Pathways to Literacy through Story and Play.
McCord, Sue
Emphasizing the significance and delight of using storybooks as a means of entering the world of children, this book looks at the relationship between play and child development, the use of stories to foster genuine human relationships, and the creation of meaningful environments, curriculum, and materials derived from the themes and concepts presented in storybooks. The book develops a framework to use a whole-language, literature-based learning approach as a means to integrate learning and emerging literacy into all facets of the classroom through immersion in storybooks. The key element of the framework in the book is teachers working closely with families as well as with children to make storybooks and storytelling an integral part of every child's life. Chapters in the book are: (1) The Storybook Journey: The Evolution of a Process; (2) The Human Expedition: The Effect of Children's Play on Development; (3) A Philosophical Guide: Brian Cambourne's Condition of Learning Applied to the Storybook Journey; (4) The Journey Begins with a Child; (5) Along the Road: Environments to Enhance Emerging Literacy; (6) Props for the Pilgrimage: Providing Materials for Exploration; (7) Traveling with the Team: Collaborating to Map Out the Journey; (8) Literacy Extensions: Interesting Expeditions in School and at Home; (9) Little Passengers on Life's Journey: Using Stories to Ease Transitions and Difficult Experiences; and (10) The End Is Just a Beginning (which lists sources for nursery rhymes, poems, songs, and stories, and which provides a 74-item annotated bibliography of recommended resources). Appendixes present stories and poems for reenactment and sample letters to parents. (RS)
Simon & Schuster, 200 Old Tappan Rd., Old Tappan, NJ 07675 ($20).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A