scholarly journals Every Child Ready to Read: Ringing Out for Early Literacy Using the Bell Awards to Support ECRR at Your Library

2016 ◽  
Vol 14 (4) ◽  
pp. 36
Author(s):  
Melissa Depper
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Picture Book ◽  
Advisory Group ◽  
Five Practices ◽  
State Library ◽  
Parents And Caregivers

One of the strengths of the Every Child Ready to Read five practices—read, write, sing, talk, and play—is that they are foundational components of early childhood library programs and services, and provide ready-made opportunities for engaging parents and caregivers in conversation about their children’s learning.The five practices also served as inspiration for the Bell Picture Book Awards for Early Literacy, a project of Colorado Libraries for Early Literacy, an advisory group to the Colorado State Library.

scholarly journals Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia

2021 ◽  
Vol 1 (4) ◽  
pp. 253-268
Author(s):  
Usnul Umi Miftahurrohmah ◽  
◽  
Hasan Hariri ◽  
Riswanti Rini ◽  
Rohmatillah Rohmatillah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Leadership Style ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Government School ◽  
Childhood Education ◽  
Exemplary Leadership ◽  
Five Practices ◽  
Inclusive Early Childhood

Abstract Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.

Making Literacy Culturally Relevant

2021 ◽  
pp. 21-34
Author(s):  
Elizabeth Morphis ◽  
Ting Yuan
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Literacy ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Balanced Literacy ◽  
Early Childhood Literacy ◽  
Relevant Pedagogy

In this reflective chapter on culturally relevant teacher preparation, the authors begin by discussing early childhood literacy and how it has traditionally been conceptualized. They offer an overview of a balanced literacy model, including its history, structured development, and critiques. They then consider culturally relevant pedagogy as foundation to reconceptualizing early literacy and teacher preparation. To bring such reconceptualization to life, they share their work with early childhood pre-service teachers, aiming to reconceptualize early literacy. They conclude the chapter with suggestions for moving beyond balanced literacy in culturally relevant ways.

scholarly journals Diversity Considerations for Promoting Early Childhood Oral Health: A Pilot Study

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Prowse ◽  
Robert J. Schroth ◽  
Alexandria Wilson ◽  
Jeanette M. Edwards ◽  
Janet Sarson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Oral Health ◽  
Pilot Study ◽  
Refugee Children ◽  
Cultural Groups ◽  
Research Strategies ◽  
Knowledge And Beliefs ◽  
Health Related ◽  
Immigrant And Refugee ◽  
Parents And Caregivers

Objectives. Several groups in Manitoba, Canada, experience early childhood caries (ECC), including Aboriginal, immigrant, and refugee children and those from select rural regions. The purpose of this pilot study was to explore the views of parents and caregivers from four cultural groups on early childhood oral health and ECC.Methods. A qualitative descriptive study design using focus groups recruited parents and caregivers from four cultural groups. Discussions were documented, audio-recorded, transcribed, and then analyzed for content based on themes.Results. Parents and caregivers identified several potential barriers to good oral health practice, including child’s temperament, finances, and inability to control sugar intake. Both religion and genetics were found to influence perceptions of oral health. Misconceptions regarding breastfeeding and bottle use were present. One-on-one discussions, parental networks, and using laypeople from similar backgrounds were suggested methods to promote oral health. The immigrant and refugee participants placed emphasis on the use of visuals for those with language barriers while Hutterite participants suggested a health-education approach.Conclusions. These pilot study findings provide initial insight into the oral health-related knowledge and beliefs of these groups. This will help to inform planning of ECC prevention and research strategies, which can be tailored to specific populations.

scholarly journals The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning

2015 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Linda Newman ◽  
Loveth Obed
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Development Policy ◽  
Early Childhood Development ◽  
Life Experiences ◽  
National Policy ◽  
Literacy Learning ◽  
Childhood Development ◽  
The Social

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.

Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

2013 ◽  
Vol 48 (5) ◽  
pp. 482-494 ◽  
Author(s):  
Laura Justice ◽  
Jessica Logan ◽  
Joan Kaderavek ◽  
Mary Beth Schmitt ◽  
Virginia Tompkins ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Literacy ◽  
Language Impairment ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Early Literacy Skills

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

Knowing What to Teach Provides a Roadmap for Early Literacy Intervention

2011 ◽  
Vol 33 (4) ◽  
pp. 268-280 ◽  
Author(s):  
Howard Goldstein
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Scientific Basis ◽  
Turn Of The Century ◽  
Literacy Intervention ◽  
Literacy Achievement ◽  
Early Literacy Intervention ◽  
At Risk Populations ◽  
Effective Procedures ◽  
Made In

Promoting literacy development was not a priority for early childhood special educators 25 years ago. The turn of the century gave rise to a scientific basis of reading that outlined what skills need to be taught to facilitate literacy achievement. Steady progress has been made in moving early childhood education to teaching the skills that are needed to prevent reading disabilities, with particular attention to at-risk populations. The big challenge in the next 25 years will be to develop effective procedures for teaching those skills to children with intellectual and other developmental disabilities. Meeting this challenge will have far reaching implications for preparing all students to participate in our highly literate world.

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