Children's Literature and Early Literacy Success: Using the Charlotte Zolotow Award Collection in Early Childhood Teacher Education

Autor/in	Hassett, Dawnene D.
Titel	Children's Literature and Early Literacy Success: Using the Charlotte Zolotow Award Collection in Early Childhood Teacher Education
Quelle	In: Journal of Early Childhood Teacher Education, 30 (2009) 4, S.363-384 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Accountability; Early Reading; Reading Achievement; Young Children; Role; Childrens Literature; Awards; Emergent Literacy; Word Recognition; Preservice Teacher Education; Preservice Teachers; Teacher Educators; Reading Research + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Verantwortung; Frühlesen; Leseleistung; Frühe Kindheit; Rollen; 'Children''s literature'; Kinderliteratur; Award; Auszeichnung; Frühleseunterricht; Worterkennung; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Lehrerbildung; Leseforschung
Abstract	Early childhood education (PK-2) has become a site of increasing accountability, with the attempt to normalize instruction through "scientifically based" reading programs. The use of authentic children's literature for early literacy instruction is often pushed aside in lieu of highly scripted commercial programs. As early childhood teacher educators prepare preservice teachers, there is a need to move beyond a one-size-fits-all approach. This article speaks to teacher educators who wish to provide preservice teachers with the theoretical rationale for keeping authentic children's literature as a focus of early reading programs. Drawing on early reading research and sociocultural theories of literacy development, the article provides examples of curriculum and instruction around picture-books that have received the Charlotte Zolotow Award, which is given to children's books with high-quality writing. The article offers numerous book suggestions for use in teacher education classes that demonstrate how language-rich, conceptually challenging children's literature is essential for early reading success. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10