MARC Record from Marygrove College

LEADER: 10065cam a2200661 a 4500
001 ocm61821967
003 OCoLC
005 20191109073548.5
008 050924s2007 nyua b 001 0 eng
010 $a 2005054670
040 $aDLC$beng$cDLC$dYDX$dBAKER$dYDXCP$dBTCTA$dSGB$dCNMBL$dCRH$dBDX$dOCLCF$dOCLCQ
020 $a1418000264
020 $a9781418000264
029 1 $aAU@$b000028585295
029 1 $aNZ1$b10492760
029 1 $aYDXCP$b2415584
035 $a(OCoLC)61821967
050 00 $aLB1139.5.L35$bM335 2007
082 00 $a372.6$222
049 $aMAIN
100 1 $aMachado, Jeanne M.
245 10 $aEarly childhood experiences in language arts :$bearly literacy /$cJeanne M. Machado.
250 $a8th ed.
260 $aClifton Park, N.Y. :$bThomson Delmar Learning,$c©2007.
300 $axv, 656 pages :$billustrations (some color) ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (631-647) and index.
505 0 $aI. Language development: emerging literacy in the young child -- 1. Beginnings of communication -- Influences of development -- Theories of language emergence -- Research on infant's brain growth -- Communicative beginnings in infancy -- Crying -- Smiling and laughing -- Babbling -- Infant signaling / signing -- Understanding -- First words -- Toddler speech -- Implications for infant-center staff members -- Baby games and explorations -- Social play -- Music -- Reading to infants -- recordings -- Early experience with writing tools -- Implications for parents -- 2. The tasks of the toddler -- Phonology -- Syntax -- Semantics -- Pragmatics -- Attachment and development of language skills -- First words -- From egocentric speech to inner speech -- Symbolic gesturing -- First sentences -- Toddler-adult conversations -- Characteristics of toddler language -- Negatives -- Aids to toddler speech development -- Language through music -- Symbolic play -- Making friends -- Learning from mothers -- Recognizing differences in language growth -- Introducing toddlers to books -- Beginning literacy -- Toys -- Advice to parents of toddlers -- 3. Preschool years -- Young preschoolers -- Categories in children's thinking -- Older preschoolers -- 4. Growth systems affecting early language ability -- Physical growth -- Perception -- Cognitive development -- Social and emotional growth.
505 0 $aII. Developing language arts programs -- 5. Understanding differences -- Child-focused and child-sensitive approaches -- Standard English -- Working with dialect-speaking families -- The teacher's role -- Second-language learners -- Program planning for second-language-learners -- Cultural differences -- Promoting acceptance -- Cultural awareness activities -- Program types -- Children with special needs -- Speech-language disorders -- Other conditions teachers may consider problems -- Hearing -- Seeking help -- Advance language achievement -- 6. Achieving language and literacy goals through program planning -- Visual literacy -- Literacy goals: skill and knowledge -- What is early literacy? -- Language Arts instruction: historical roots -- Philosophies -- Federal interest and legislation affects Language Arts curriculum -- Language use in all curriculum areas -- Language Arts programming -- Goal statements -- Sociocultural language goals -- Language Arts curriculum -- Commitment to goals and objectives -- 7. Promoting language and literacy -- Teaching strategies an behaviors -- Teacher as a model -- Teacher as provider -- Teacher as interactor -- Scaffolding -- Teacher interactive styles -- Teacher as a balancer.
505 0 $aIII. LIstening: literate beginnings -- 8. Developing listening skills -- Research on listening -- Types of listening -- Toddler listening experiences -- Teacher skills -- Auditory perception -- Settings for listening -- Music as a listening activity -- Differences in children's listening abilities -- Phonological awareness -- Phonemic awareness skill -- Listening activities -- Author's chair or child picture-book sharing -- Listening riddles for guessing -- Listen and follow directions: stories and games.
505 0 $aIV. Introducing literature -- 9. Children and books -- Age and book experiences -- Brief history of children's literature -- Where to start -- Quality -- If only they would choose books and book-related activities -- reading books to young children -- Book selection -- Culturally conscious and culturally diverse books -- Moral and nonviolent education -- Bibliotherapy -- Reading books to young children -- After-reading discussion -- Story or book dramatization -- Picture books as the basis for theme instruction -- Literature-based curriculum -- From books to flannel (felt) boards and beyond -- Library skills and resources -- child- and teacher-authored books -- Book areas and centers -- Resources for finding reading materials -- Favorite children's books -- Parental influences on children's reading-like behaviors -- Volumes listing multi-ethnic and multicultural children's books -- 10. Storytelling -- Storytelling and literacy -- Telling stories without books -- Goals -- Using picture books for storytelling -- Sources for stories -- Story songs -- Selection -- Types of stories -- Practice and preparation -- Successful dictation -- Parents, volunteers, and community storytellers -- 11. Poetry -- Learning opportunities -- Poetry and early reading ability -- Selection -- Poetry elements -- Teacher techniques -- Sources -- Suggested poems -- 12. Flannel (felt) boards and activity sets -- Flannel board construction -- Presentation -- Suggested stories and activities.
505 0 $aV. Speech growth: conversation, expression, and dramatization -- 13. Realizing speaking goals -- Program goals -- Daily conversations -- The authentic teacher -- Integrating children into social groups -- Suggested interaction guides -- Awareness of intelligent behavior -- Settings for preplanned speaking activities -- Questioning skills -- Using a Vygotskian or constructivist approach -- Speech in play and routines -- Dramatic play settings -- Teacher's role in dramatic play -- Leading activities -- 14. Group times -- Groups -- Important skills for entering kindergarten -- Groups of younger preschoolers -- Planning small group time -- Circle starters -- Circle activities -- Chants -- Finger play -- Body-action plays -- 15. Puppetry and beginning drama experiences -- Audience skills -- Stimulating children's use of puppets -- Teacher puppetry -- Puppet activities -- Puppet construction -- Simple drama -- Creative drama programs -- Costumes, props, and stage.
505 0 $aVI. Writing: print awareness and use -- 16. Print-early knowledge and emerging interest -- Starting from a different place -- research in writing development -- Young children's progress -- Invented spelling (Developmental spelling) -- Goals of instruction -- Whole-language theory -- Coordination -- Cognitive development -- Play and writing -- Drawing experience -- Writing and exposure to books -- Planning a program for pint awareness and printing skill -- Environment and materials -- First school alphabets -- Beginning attempts -- Planned activities: basic understandings -- Daily interactions and techniques -- Environmental print in daily life -- Writing table or area -- Left-handed children -- Teacher practice -- Lined paper -- Chart ideas -- Experience charts and stories -- Chart books -- Generating story sentences -- Parent communication.
505 0 $aVII. Reading: a language art -- 17. Reading and preschoolers -- Reading -- current thinking concerning early reading instruction -- Pressure for formal reading instruction in preschools -- Teacher awareness of child interest and understanding -- Closer look at early readers -- How shared reading is done -- Objectives -- Sequence of reading behavior -- Reading methods -- The reading recovery program -- The role of story times and book-reading experiences -- Parents' role in reading.
505 0 $aVIII. Settings promoting literacy: at school and home -- 18. Developing a literacy environment -- Language Arts center -- Teacher's role in language centers -- Housekeeping and block areas -- Displays and bulletin boards -- Chalkboard activities -- Audiovisual equipment -- Planning language centers and computer centers -- 19. The parent-center partnership -- Parent guidelines for literacy and language development -- The Federal Even Start Family Literacy Program -- Home-school communication -- Daily contacts -- Written communication -- Parent resources -- Parents as program volunteers.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aLanguage arts (Early childhood)
650 0 $aLanguage acquisition$xParent participation.
650 0 $aLiteracy.
650 6 $aArts du langage (Première enfance)
650 6 $aLangage$xAcquisition$xParticipation des parents.
650 6 $aAlphabétisation.
650 7 $aLanguage acquisition$xParent participation.$2fast$0(OCoLC)fst00992126
650 7 $aLanguage arts (Early childhood)$2fast$0(OCoLC)fst00992309
650 7 $aLiteracy.$2fast$0(OCoLC)fst00999859
776 08 $iOnline version:$aMachado, Jeanne M.$tEarly childhood experiences in language arts.$b8th ed.$dClifton Park, N.Y. : Thomson Delmar Learning, ©2007$w(OCoLC)989013759
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/enhancements/fy1309/2005054670-t.html
856 42 $3Contributor biographical information$uhttp://catdir.loc.gov/catdir/enhancements/fy1309/2005054670-b.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy1309/2005054670-d.html
938 $aBaker & Taylor$bBKTY$c112.95$d112.95$i1418000264$n0006606607$sactive
938 $aBrodart$bBROD$n04718615$c$129.95
938 $aBaker and Taylor$bBTCP$n2005054670
938 $aYBP Library Services$bYANK$n2415584
994 $a92$bERR
976 $a31927000825908