This book guides students and practitioners through the wealth of information on cognition and language development by breaking the area down into manageable chunks and drawing these together into a full understanding of the holistic nature of child development. Children with communication difficulties are at risk of poor outcomes educationally, socially and in employability. Whilst there may be a range of interventions which can help children, it is the practice of those working with them that is the key to success. Therefore a firm understanding of communication development and the ability to adapt teaching to support children’s individual needs are vital.
The text offers a balanced approach to the theories and research into the development and acquisition of language and literacy in the early years. It examines how practice can be improved and the impact that language and literacy development has on learning outcomes. It also, importantly, addresses the particular pedagogy related to bilingual and multilingual learners. Carefully structured activities are provided and the text clearly relates theory to practice. Pedagogical features encourage a questioning, challenging and reflective approach, promoting critical thinking throughout.
Содержание
Foreword
About the author
Chapter 1 – Origins of Language
Chapter 2 – Receptive Language and Listening
Chapter 3 – The Oral Tradition
Chapter 4 – Scribblers to Scribes
Chapter 5 – The Foundations of Reading
Chapter 6 – Specific Learning Difficulties
Chapter 7 – Gender Influences
Chapter 8 – Living with Language—The Literate Environment
Chapter 9 - Books and Stories
Chapter 10 –The Holistic Child —-A Whole Brain Approach to Language Acquisition
Glossary
Index
Об авторе
Since retiring as principal lecturer in Early Childhood Studies at Staffordshire University, Carol Hayes have written and edited numerous books and articles on early years, specializing in cognitive and language development. She has engaged with several research projects and have been able to contribute, from the knowledge of almost 50 years in the early years sector, as teacher, tutor and external examiner. She was National Chair of the Sector Endorsed Foundation Degrees in Early Years Professional Association (SEFDEY), which strives to endorse quality education for practitioners engaging with degree level courses and provides a platform for those working and researching within early years.
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