So Much More Than the ABCs - Collins, Molly F; Schickedanz, Judith A
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The newest edition of this bestselling book will help early childhood professionals and families support young children in acquiring the understandings, knowledge, and skills needed for later success in learning to read and write. This revision updates information, cites new research, and includes new figures.  The foundation for success in learning to read and write begins in infancy. As early childhood professionals, we have both the opportunity and the privilege to shape the progress young children make in acquiring the literacy skills, oral language skills, and background knowledge vital…mehr

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Produktbeschreibung
The newest edition of this bestselling book will help early childhood professionals and families support young children in acquiring the understandings, knowledge, and skills needed for later success in learning to read and write. This revision updates information, cites new research, and includes new figures.  The foundation for success in learning to read and write begins in infancy. As early childhood professionals, we have both the opportunity and the privilege to shape the progress young children make in acquiring the literacy skills, oral language skills, and background knowledge vital to their later success in learning to read and write. By engaging infants, toddlers, and preschoolers in experiences that foster oral language and content knowledge, literacy skills, and cognitive ability, we build a foundation for children’s later academic success.       Promoting children’s desire to read and write is as important as helping children develop the necessary understandings and skills essential for learning how to read and write. Without motivation, children will read and write relatively little and only what and when they must.     This book addresses four main points: 1. What children need to learn in these early years 2. The strategies that teachers can use to help children acquire these foundations 3. The features of emergent literacy and language understandings and skills 4. How to design the physical environment in early childhood classrooms to support language and literacy learning  
Autorenporträt
Molly F. Collins, EdD, is associate professor of the practice of literacy in the Department of Teaching and Learning at Vanderbilt University. Her research examines language and literacy development in young children with specific attention to quality features in educational contexts. Current projects focus on monolingual and multilingual preschoolers’ vocabulary acquisition and inferential thinking in storybook reading and on professional learning collaborations with teachers of linguistically diverse children in national and international settings. Previously, Molly taught toddlers and preschoolers, and she was president of the Literacy Development in Young Children group within the International Reading Association (currently the International Literacy Association). Judith A. Schickedanz , PhD, professor emerita at Boston University, taught courses in child development, early literacy, and curriculum and instruction; served as director of the laboratory preschool; coordinated the early childhood program; and helped launch the Jumpstart volunteer program. She taught preschool and has worked extensively with early childhood teachers on funded projects, including Early Reading First. Judy has authored numerous articles, book chapters, and books, including “For Young Children, Pictures in Storybooks Are Rarely Worth a Thousand Words” ( The Reading Teacher, 2012); Increasing the Power of Instruction (NAEYC, 2008); Writing in Preschool (International Reading Association, 2009); and Understanding Children and Adolescents (Allyn & Bacon, 2000).