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ERIC Number: EJ883572
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1068-6177
Learning Language: Listening and Writing with Diverse Young Children
Hughes, Eileen; Wineman, Kathi
Dimensions of Early Childhood, v37 n2 p3-9 Spr-Sum 2009
Children's acquisition of early literacy skills continues to attract attention from researchers, educators, families, and policy makers. Literacy development starts early in life and is correlated with academic achievement. Early childhood educators can implement effective strategies to promote young children's literacy development. With changing demographics in many classrooms, teachers also are responsible for implementing culturally responsive teaching strategies that support young children's efforts to interact with each other when they come from different cultures and speak different languages. This article describes a Reggio Emilia-inspired collaborative inquiry project that aims to support young children's second language acquisition. The collaborative team project involved a university instructor, university students, and a preschool teacher, all of whom sought effective ways to support the communication abilities of children who did not speak English as their primary language. This early literacy project took place in a Title I school serving families from diverse cultural backgrounds. Every teacher can use similar documentation strategies to promote children's literacy development. (Contains 6 figures.)
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: info@southernearlychildhood.org; Web site: http://www.southernearlychildhood.org/publications.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A