Early Childhood Curriculum for All Learners
Integrating Play and Literacy Activities
Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten
| Author: | Ann M. Selmi, Raymond J. Gallagher, Eugenia R. Mora-Flores | ISBN: | 9781483322551 |
| Publisher: | SAGE Publications | Publication: | August 12, 2014 |
| Imprint: | SAGE Publications, Inc | Language: | English |
| Author: | Ann M. Selmi, Raymond J. Gallagher, Eugenia R. Mora-Flores |
| ISBN: | 9781483322551 |
| Publisher: | SAGE Publications |
| Publication: | August 12, 2014 |
| Imprint: | SAGE Publications, Inc |
| Language: | English |
Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
