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Sonst. PersonenLarson, Joanne (Hrsg.); Marsh, Jackie (Hrsg.)
TitelThe SAGE handbook of early childhood literacy.
2. Aufl.
QuelleLondon: SAGE Publ. (2013), XXXI, 671 S.
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Monographie
ISBN0-85702-924-X; 978-0-85702-924-9; 978-1-4462-6591-8
SchlagwörterKritische Pädagogik; Kultur; Bildungsforschung; Methodologie; Chancengleichheit; Formale Bildung; Gender; Freude; Kognitive Entwicklung; Kompetenzerwerb; Persönlichkeit; Frühe Kindheit; Kindheit; Kindheitsforschung; Familie; Digitale Medien; Elektronische Medien; Fernsehen; Film; Kommunikationsmittel; Neue Technologien; Bildungspolitik; Bildungsangebot; Kind; Frühbeginn; Spiel; Lernen; Lernumgebung; Gespräch; Lernort; Unterrichtserfolg; Unterrichtsmethode; Lesebuch; Außerschulisches Lernen; Bilinguale Erziehung; Bilingualismus; Kolonialismus; Popkultur; Visuelle Kommunikation; Lesen; Lesenlernen; Rechtschreibung; Schreiben; Schreibkompetenz; Erkenntnistheorie; Ethik; Postkolonialismus; Soziokulturelle Bedingung; Forschungsstand; Behinderung; Bewertung; Effizienz; Einflussfaktor; Handbuch; Nachschlagewerk; Objekt; Raum; Indigenes Volk; Australien; Großbritannien; Kanada; USA
Abstract[This handbook is in five parts.] Part 1: The chapters in this section examine the notion of early childhood literacy, its history as a concept, and the way research has historically and contemporaneously positioned it. They consider the social, cultural, political and economic factors that impact upon the nature, function and use of literacy in early childhood. Part 2: Early childhood literacy is rooted in family, community and cultural beliefs, attitudes, values and practices. In this section, the chapters centre around literacy as a social practice, exploring different ways in which families, communities and cultures construct, value and use literacy across multiple modes. In particular, these chapters explore how young children respond to these influences and develop ideas about the meanings and functions of literacy for themselves and with their families and communities. Part 3: This cluster of chapters focuses on the processes which underpin the acquisition and development of literacy during early childhood. The emphasis in this section is on how children come to understand what literacy is, what are its purposes, and how it functions. Part 4: In most countries, but not all, schooling is the institution for controlling children's formal access to the world of written language. Schooling is often controversial, with political agendas rather than research determining the curriculum and teaching practice. In this section, the chapters explore research which has illustrated how teachers and other practitioners create settings for young children's literacy learning, and how children respond to these professional practices and values. Part 5: The chapters in this section explore in detail approaches to researching early childhood literacy from a largely qualitative perspective. They are designed to provide a theoretical background rather than offer practical approaches to empirical work, but in doing so provide a foundation for anyone setting out to conduct research in this field. We hope this book will prove useful to researchers, academics working in the field, students with an academic interest in childhood literacy, and policy makers. While the main audience is likely to be those located within the discipline of education, researchers working in linguistics, cultural studies and sociology will find issues of interest. It is our intention that this handbook will provide an informative and critical introduction to key aspects of research in early childhood literacy. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2013/2
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