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Children flourish in their development and learning when practitioners and parents work together. Childrens′ development and learning are further enhanced when interconnected knowledge and understanding work together.

In this new edition the authors guide readers in understanding of child development. They highlight the need for those who work with young children to become reflective practitioners. Through a focus on the introduction of nursery rhymes, finger rhymes, action songs and poetry cards, the authors provide a gentle, child-friendly way to develop literacy 0-7.

Thoroughly revised and updated, this book includes:

- Case studies and examples

- Discussion of the primary framework

- Inclusion of schools as an educational setting

- Age-appropriate activities

- Further reading suggestions at the end of each chapter

This book is useful for teachers, practitioners, teaching assistants and childminders and for anyone working with children from birth to seven years in nursery and primary schools, children′s centres, foundation units, and at home.

Tina Bruce is an Honorary visiting professor in Early Childhood at Roehampton University.

Jenny Spratt is Head of EYFS and Children′s Centre Services for Peterborough Local Authority

Tabla de contenidos provista por Syndetics

• About the authors(p. viii)
• Introduction and acknowledgements(p. 1)
• Introducing the community of learners(p. 4)
• The importance of a rich language environment, with multi-sensory experiences(p. 9)
• A broad, rich and deep curriculum, across all areas of development and learning(p. 9)
• Learning together, adults and children(p. 11)
• Thoughts to take with you as you read the book(p. 11)
• Summary - the essentials of literacy(p. 12)
• 1 Introducing the essentials of communication, language and literacy(p. 13)
• When should children be taught to read and write?(p. 13)
• Key moments in the journey towards literacy(p. 16)
• In order for young children to (later) be able to read and write independently, these are the essentials of literacy(p. 18)
• Taking traditional practice forward in a learning community(p. 24)
• 2 Observing children in an enabling environment(p. 26)
• Observing children(p. 26)
• Assessment(p. 28)
• Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old(p. 30)
• Creating the atmosphere(p. 31)
• The (hidden) importance of play(p. 34)
• Sharing books together, as well as looking at books alone(p. 38)
• Meaningful print(p. 46)
• Movement, dance and music(p. 49)
• Powerful first-hand experiences which support children's understanding of rhymes(p. 50)
• Opening up the world of communication, language and literacy in an enabling environment(p. 51)
• 3 Parent/baby songs(p. 53)
• The development of the brain(p. 53)
• The first few months - looking, listening and moving(p. 54)
• Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways(p. 56)
• Parent/baby songs(p. 58)
• In summary(p. 62)
• 4 Finger rhymes(p. 63)
• The relationship between finger rhymes and action songs - on the spot and moving around(p. 63)
• Sitting - looking at fingers and thumbs(p. 64)
• Crawling - balancing and travelling at the same time(p. 65)
• Introducing finger rhymes to children(p. 71)
• Stage 1 (p. 72)
• Stage 2 (p. 72)
• Stage 3 (p. 72)
• Finger dexterity as emergent 'writing'(p. 72)
• Finger rhymes should not be used in isolation from other types of rhyme(p. 73)
• Stage 1 (p. 74)
• What were the results (outcomes) for Stage 1 finger rhymes?(p. 75)
• Stage 2 (p. 76)
• What were the results (outcomes) for Stage 2 finger rhymes?(p. 77)
• Stage 3 (p. 78)
• What are the results (outcomes) for Stage 3 finger rhymes?(p. 80)
• In summary(p. 81)
• 5 Mark-making and writing(p. 82)
• Mark-making(p. 82)
• Getting the idea of flow in writing(p. 92)
• From a three-dimensional world to a two-dimensional world(p. 94)
• Key messages about children beginning to write(p. 97)
• 6 Action songs - on the spot(p. 99)
• Who started the tradition of singing action songs with children?(p. 99)
• Why does the tradition continue today? Is it still a valuable tradition?(p. 101)
• The upper body: non-locomotion action songs(p. 101)
• Head to feet - the order in which the brain develops co-ordinated movement(p. 103)
• Action songs using the body, but on the spot (non-locomotion)(p. 109)
• Stage 1 action songs - upper body simple rhymes and movements(p. 109)
• Stage 2 action songs - more upper body movement sequences and several verses(p. 110)
• Stage 3 whole-body non-locomotion action songs(p. 111)
• In summary(p. 114)
• 7 Action songs - moving around(p. 115)
• Why locomotion action songs come later(p. 115)
• Action songs involving locomotion(p. 117)
• Action songs that become ring games(p. 120)
• Action songs that create a drama(p. 121)
• In summary(p. 124)
• 8 Nursery rhymes(p. 126)
• Nursery rhymes are part of the canon of literature in the English language(p. 127)
• The sounds of language(p. 127)
• Using nursery rhymes - strengthening what comes naturally to children(p. 130)
• Traditional nursery rhymes selected to develop phonemic awareness(p. 132)
• The importance of not rushing children through their journey into literacy(p. 134)
• In summary(p. 139)
• 9 Poetry cards: mapping sounds onto letters(p. 141)
• Why use poetry cards?(p. 141)
• What are poetry cards?(p. 142)
• Making the poetry card(p. 143)
• Poetry cards give children anchor points(p. 145)
• Recognizing words and understanding what they mean(p. 153)
• In what order should children be introduced to the linking of sounds with letters?(p. 156)
• In summary(p. 158)
• Bibliography(p. 161)
• Index(p. 168)

Notas de autor provistas por Syndetics

Tina Bruce CBE is an Honorary visiting professor in Early Childhood at Roehampton University.
Jenny Spratt is Head of EYFS and Children's Centre Services for Peterborough Local Authority.