Academic Language in Early Childhood Classrooms

2015 ◽  
Vol 22 (3) ◽  
pp. 85-92
Author(s):  
Erica Barnes
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Language Use ◽  
Academic Language ◽  
Early Childhood Classrooms

In this article, the author defines academic language, and provides examples of how it is used in early childhood classrooms. The connections between academic language and later literacy development are discussed, emphasizing how the differences in children's experiences with academic language may be reflected in their classroom performances. Strategies for incorporating and assessing academic language use in a variety of settings in early childhood classrooms are presented.

Academic Language in Early Childhood Classrooms

2016 ◽  
Vol 70 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Erica M. Barnes ◽  
Jill F. Grifenhagen ◽  
David K. Dickinson
Keyword(s):  
Early Childhood ◽  
Academic Language ◽  
Early Childhood Classrooms

Designing Quality Tier One Learning Environments for Emergent and Early Readers

2008 ◽  
Vol 15 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Anita S. McGinty ◽  
Allison Breit ◽  
Laura Justice
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Learning Environments ◽  
Literacy Development ◽  
Speech Language Pathologists ◽  
Literacy Support ◽  
Early Readers ◽  
Early Literacy Development ◽  
Early Childhood Classrooms

Abstract In this article, the authors discuss high priority instructional targets that should be addressed in early childhood classrooms to support emergent and early literacy development. Additionally, this article discusses the collaborative role speech-language pathologists can play in providing early literacy support at varied stages of the RTI process.

The (im)materiality of literacy in early childhood: A socio-material approach to online and offline events

2021 ◽  
pp. 1476718X2098385
Author(s):  
Alejandra Pacheco-Costa ◽  
Fernando Guzmán-Simón
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Research Method ◽  
Literacy Practices ◽  
Literacy Studies ◽  
Hybrid Nature ◽  
Ethnographic Approach ◽  
The Way

Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

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