How do children come to literacy? This documentary observes that encouraging young children to make pictures—to invent their own graphic representations—sets the literacy process in motion. As children experiment with crayons, markers and pencils, they begin to realize that these marks can stand for the sounds of language. That learning path leads from telling stories with pictures to telling stories with words. And as some very enthusiastic young students demonstrate, these early interests can evolve into a passion for reading and writing. 

This documentary is one of four in The Learning Child Series, produced by Jonathan Diamond Associates, Inc. in association with the Child Development Institute at Sarah Lawrence College. 

As seen on public television, this four-program set has been created to assist educators and parents in guiding children to become motivated, thoughtful and active learners.  Including a companion guide with each program, the series examines such habits of mind as personal curiosity, problem solving, “as-if” thinking, and acceptance of different points of view.  While each program explores a different topic—literacy, play, ethics, and the environment—all encourage a lifelong interest in learning itself.

The Learning Child Series is produced by Jonathan Diamond Associates, Inc. in association with the Child Development Institute at Sarah Lawrence College.

Even the most experienced preschool teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, this resource includes adaptable strategies to help English language learners during reading, science, dramatic and outdoor play, blocks, and circle time. Also addresses state standards and benchmarks of standard quality programming. From Gryphon House.

Teaching Young Children is NAEYC's magazine for anyone who works with preschoolers. Colorful, informative, and easy-to-read, TYC is packed full of teaching ideas, strategies, and tips. The June/July 2009 issue features articles on documentation, learning outdoors, sharing time, and writing.  

To subscribe to TYC, please visit www.naeyc.org/tyc/subscribe or call 800-424-2460.

Even as sociocultural diversity continues to grow in the U.S., many classrooms offer a one-size-fits-all curriculum in which assessment relies heavily on standardized tests. Rejecting the narrow viewing of young children solely as prospective students, the authors see them as “simultaneously players, learners, readers of the world and words, artists—among other identities.” This volume gives us rich evidence of the role of stories (enacted and told), imaginative play, and writing in children’s language learning. Copublished with Teachers College Press. Past Comprehensive Member Benefit.

With more emphasis on young children’s literacy achievement than ever before, assessment is an essential component in preschool literacy programs. This resource provides guidance on how to account for student learning and adapt teaching strategies to fit children’s individual needs. Preschool teachers and administrators will be able to assess children’s oral language development, phonological awareness, comprehension, and concepts about print, books, and writing. Includes professional development guidelines and supplemental resources on working with diverse families. From the International Reading Association’s Preschool Literacy Collection.

Today’s busy early childhood practitioners are being asked to do more, know more, and produce “results,” especially in the area of literacy development. Here is a resource that covers key aspects of literacy learning and teaching, including child development, standards, curriculum planning, assessment, professional development, and connections between school and home. Attention is given throughout to issues related to linguistic and cultural diversity, and all chapters end with “leadership strategies” that serve as a quick guide for action and reflection. From Teachers College Press.

This second edition of Tabors' highly regarded book provides information and tools for teachers of English language learners, including the latest research, literacy instruction, assessment techniques, study aids, and more. This book is an essential resource for teachers who strive to support the languages and literacy development and school success of second language learners. CD-ROM includes a checklist for observing children learning English, parent questionnaire, study guide, and helpful supplementary articles. From Paul H. Brookes.

This issue of Young Children focuses on teaching and learning about literacy. Articles include "Phonological Awareness is Child's Play!" and "From Thunder Rose to When Marian Sang...Behold the Power of African American Female Characters! Reading to Encourage Self-Worth, Inform/Inspire, and Bring Pleasure." 

The ability to use language (speak, read, write) is not something that children suddenly or automatically develop. It is rather a culmination of experiences with language that begin at birth. Sharing stories (oral storytelling, books) and “story experiences” (conversations, songs, poems, rhymes) with infants and toddlers is critical to building their emergent literacy skills. At the same time, it expands their experience and understanding of the world and also prompts positive interactions with adults and other children, fostering social development. Sprinkled with charming vignettes and ideas for stories to share, From Lullabies to Literature explains how the many types of stories and story experiences are best used with very young children, with a particular focus on using books, and how teachers can plan and provide story experiences most effectively, including by partnering with families. Past Comprehensive Member Benefit.

To view the table of contents and sample pages, click on Preview Content above.