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13489 results in Education, history, theory

Page 243 of 675

  • Chapter 8 - Supporting the emergent reader

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 111-133

  • Summary

    Supporting emergent readers requires teachers to have a clear understanding of how readers develop in the early years. Building on the importance of children's literature discussed in previous chapters, this chapter explains the reading process and the role of language development, with a focus on the meaningful integration of letter–sound knowledge. Using a rich selection of texts with explicit guidance and support, children can develop the various skills and reader roles that lead to successful literacy learning.

    Anticipated outcomes for the chapter

    After working through this chapter, you should be able to:

  • • define the main elements of the reading process

  • • understand some of the key issues in reading development

  • • appreciate the history of reading instruction and the various approaches

  • • understand the role that phonics and phonemic awareness has in learning to read

  • • explore a variety of strategies for teaching reading in the early years of schooling.

    • SCENARIO: AMY AND LOUIS

    A two year old, four year old and five year old gather excitedly around a new book. They discuss the cover and then a quick picture walk reveals the two main characters, Amy and Louis, are quite similar in many ways to these young readers – they like to play and visit each other, but are also quite sad when one has to leave.

    Pictures of clouds inspire imaginings – a sea-horse! A dragon!

    Settling down to read together, small eyes watch and listen intently. Upon hearing the refrain ‘Coo-ee Amy!’ they happily join in as the story unfolds.

    Sadly, one character has to move across the oceans, away from her friend. ‘Oh, they don't live together’ comments the four year old, while the two year old points to the picture and says, ‘He looks a bit sad’.

    When Louis shouts out with all his might to his friend Amy across the world, the children spontaneously join in, willing Amy to hear her friend. They all agree that Amy does hear her friend from across the oceans.

    Discussion ensues about the pictures, where favourite pages are noted. ‘I love her calling ‘Coo-ee’ to her friend but I don't like it that they are lonely’ explains the four year old.

Language and Literacy Development in Early Childhood
  • Robyn Ewing, Jon Callow, Kathleen Rushton
  • Published online:
    17 August 2019
    Print publication:
    02 June 2016
  • This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.

  • Chapter 10 - Making meaning with image and text in picture books

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 147-168

  • Summary

    Picture books have a rich history, from well-loved classics to postmodern, interactive stories and digital texts. This chapter explores the form and features of picture books and the concept of a metalanguage, which allows us to describe how words and pictures work together as part of the reading process. It concludes with strategies and activities for teaching visual literacy.

    Anticipated outcomes for the chapter

    After working through this chapter, you should be able to:

  • • appreciate the historical development of picture books

  • • identify the key features of picture books

  • • develop a metalanguage for analysing images within picture books

  • • consider appropriate pedagogies and strategies for teaching young children about the relationship between the visual and verbal modes in picture books.

    • SCENARIO: MONKEY AND ME

    Monkey and me, monkey and me, monkey and me

    We went to see, we went to see some …

    Reading this story together for the first time, the children in the small group immediately take Emily Gravett's visual invitation to join in with predicting and making the story come alive. She invites readers to guess each new animal by setting up the visual design and image choice on each page. The engaging activity of repeating the lines invites reading along together, even though some children in the group are only beginning to decode print. Each page finishes with the promise of a new animal, but for the clever reader, the clues are everywhere. Six penguins and three chicks parade across the first page.

    ‘Look, that baby penguin is scared of the fish,’ says Sam, who has carefully noticed this visual detail.

    As the story continues, the children notice that the shape of the little girl and her toy monkey mirrors the forthcoming animal, creating that wonderful feeling of being an ‘insider’ in the reading process. It is not only the shape of the girl bouncing like a kangaroo or swinging like a monkey; it is the typeface and lines that curve to mirror the next animal's behaviour.

    ‘What might the next animal be?’ enquires the teacher.

    ‘Octopuses!’, shouts Mia, ‘because the monkey's arms and legs look like an octopus.’

  • Chapter 4 - Talking to learn: Listening to young children's language

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 41-59

  • Summary

    Through talking and listening we learn to interact with others and to learn about the world and how it works. In this chapter we will look at how we use language to explore the world and to share our thoughts and feelings with others. We will also look at the purposes for communicating and how these are related to the audience, and the mode of communication. Supporting young children to develop their oral language is dependent on a thorough knowledge of language development and how this provides the basis for literacy and learning. To support this understanding we will look at talk as both performance and process; the continuum from spoken to written language and three aspects of language: field, tenor and mode. We will also look at some practical strategies for supporting or scaffolding children to make the most appropriate choices for how to use language, depending on the subject (field), audience (tenor) and mode of communication.

    Anticipated outcomes for the chapter

    After working through this chapter, you should be able to:

  • • recognise how language develops

  • • identify the purposes for using language and the relationship to a child's first attempts to use language

  • • identify the differences between spoken and written language

  • • identify some ways to support oral language development.

    • SCENARIO: EPELI'S FAVOURITE TOY

    My favourite toy is my car.

    It is big and black and it goes really slow

    But when you put the batteries in, it goes really fast.

    I like it because it goes really fast.

    When Epeli stepped forward in front of the group of four and five year olds who made up his kindergarten class, he was full of confidence and ready to share his opinion about his favourite toy. This was his first year at school but all the children in his class had been practising their speeches to present in front of their parents who were to attend the special event. They listened intently as Epeli described his favourite toy and then confidently returned to his place on the mat as the audience applauded.

    For most very young learners, making a speech to a large group on a specific topic is very far removed from their usual experiences and use of language.

  • Chapter 7 - Reading with children: Quality literature and language development

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 95-110

  • Summary

    Reading with children is one of the most important ways that children can develop their language and be supported in becoming literate. This chapter uses excerpts from a range of contemporary picture books alongside reading expert Margaret Meek's concept of the ‘reading lessons’ that emerge from reading quality literary texts with children (1988). It provides a set of criteria as a basis for choosing quality literature. The role of talk in the reading process using Carol Fox's ‘talking like a book’ and Aidan Chambers’ ‘tell me’ framework is also explored. Responding to literature through related creative arts activities concludes the chapter.

    Anticipated outcomes for the chapter

    After working through this chapter you should be able to:

  • • develop your understanding of the importance of reading quality literature with young children

  • • choose appropriate literary texts to share with young children

  • • plan and implement rich language experiences that provide spaces and places to play with the language in imaginative literary texts.

    • SCENARIO: READING WITH 15-MONTH-OLD JORDAN

    Fifteen-month-old Jordan toddles excitedly across the room with one of his favourite stories, Where is the Green Sheep? (Fox & Horacek, 2004). He gives it to his father who asks, ‘Would you like this book AGAIN?’ Jordan nods. ‘Shall Daddy read to you?’ Jordan nods, smiles and waits expectantly for his father to lift him up beside him onto the lounge. Together they share the book with Jordan turning the pages, sometimes with a little help from his father. With each familiar rendition of ‘Here is the___sheep’ Jordan points to it and repeats the adjective that is associated with this sheep as they are encountered. His father stops frequently and asks Jordan what each sheep is doing. He affirms Jordan's response and extends his single word answer, ‘Yes. You're right, this is the red sheep.’ At each question about the whereabouts of the green sheep Jordan puts both hands in the air, with palms facing upward, and shrugs. He giggles in delight when they turn to the final page and find the green sheep sleeping.

  • Chapter 2 - Learning how to mean: Dimensions of early language development

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 5-20

  • Summary

    This chapter explores the wonderful way that young children start to make meaning of their worlds, understand their environment and communicate with others from the very moment they are born. It initially and briefly discusses the nonverbal ways that babies and toddlers use to communicate their feelings and needs before they learn to talk and then explores the early development of language in those critical three years. It provides a snapshot of several theories about language learning and explains why a sociocultural approach can help us understand how children learn their mother tongue and the implications for parents, caregivers and educators. It also reflects on how learning the mother tongue helps children learn how to become part of a particular culture and community.

    Anticipated outcomes for the chapter

    After working through this chapter you should be able to:

  • • discuss the way young children begin to make meaning of their world from birth

  • • recognise that learning language means learning about culture and community

  • • understand how babies and toddlers begin to communicate their feelings nonverbally

  • • appreciate the importance of the first three yeas of life in the early development of a child's language

  • • explain the implications of a sociocultural approach to language learning for parents, caregivers and teachers.

    • SCENARIO: A NEW BABY

    The birth of a child is a wondrous occasion and there are many different cultural and religious traditions and rituals associated with welcoming a baby into the world.

    New baby Samuel has arrived safely and is warmly welcomed by his proud parents and extended family. From the very moment of Samuel's birth, his parents and all of those who meet him talk to him as if he understands everything they say. Samuel is already a meaning-maker: he is immediately part of the conversations as if he can respond to each comment. This seems to be a common practice in many cultures. In Australia the initial conversation might include the following kinds of comments:

    Welcome little one!

    I can see ten tiny fingers and ten tiny toes.

    Aren't you a beautiful boy?

    Look you have your father's dimple on your chin and your mother's tiny ears …

    Let's wrap you up so you're nice and warm.

    Are you ready for a bath?

  • Chapter 1 - Introduction: The importance of language in our lives

  • Robyn Ewing, University of Sydney, Jon Callow, University of Sydney, Kathleen Rushton, University of Sydney
  • Book:
    Language and Literacy Development in Early Childhood
    Published online:
    17 August 2019
    Print publication:
    02 June 2016, pp 1-4

  • Summary

    The surest sign of whether our nation has a soul is whether it cherishes all of its children … Unless there is serious commitment to upholding every child'sbirthright to acquire the educational and personal foundations for a full and satisfying life, we fail the first test of any civilised community. That involves doing justice by the most vulnerable among us, our children. (Vinson, 2010, p. 73, our emphasis).

    The central importance of quality early childhood education in a child's first eight years in shaping his or her future chances in life has not always been given the attention it deserves in western societies. This book aims to develop our understanding, knowledge and skills about the language and literacy development of young children. As Ruqaiya Hasan (1991) so eloquently reminded us almost three decades ago, our language and literacy is integral to who we are and how we make our way in the world. There is no question that all children have the right to be cherished and supported as they learn to make sense of their worlds and communicate with others. It is of great concern to us that it is often the children who are in the most vulnerable circumstances who are deprived of rich and educative language and literacy experiences and opportunities.

    Grounded in current language and literacy research and practice, this book represents our serious commitment to the need for every child to have the best opportunities to develop rich language and literacy skills to equip them for the complexities of 21st-century living. The book begins with an exploration of how children learn how to make sense of their world, how to mean and, in doing so, how they learn to talk as a precursor to learning to be literate. The impact of diverse socioeconomic, ethnic, language and cultural backgrounds on young children's identity, language and literacy learning is also highlighted. As Belonging, Being and Becoming: The Early Years Learning Framework (2009, p. 13) reminds us:

    There are many ways of living, being and knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but by the experiences, values and beliefs of individual families and communities. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families.

  • Historiographic Reconsideration of Colonial Education in Africa: Domestic Forces in the Early Expansion of English Schooling in Northern Igboland, 1890–1930

  • Desmond Ikenna Odugu
  • Journal:
    History of Education Quarterly / Volume 56 / Issue 2 / May 2016
    Published online by Cambridge University Press:
    20 January 2017, pp. 241-272
    Print publication:
    May 2016

  • Mainstream historiography often turns to Europe's era of empire building to explain the expansion of Western formal education in Africa. Popular accounts suggest that in Africa (1) colonial involvement in education was late and short lived, spanning the early decades of the twentieth century, (2) missionaries were largely responsible for early educational expansion, and (3) education expansion resulted from interdenominational rivalries among missionaries. However, these popular narratives inadequately account for Africans' own responses to colonial education. This study examines social and cultural shifts in northern Igboland in southeastern Nigeria between 1890 and 1930. It uses colonial archives and oral sources to demonstrate that beyond missionary rivalry, domestic contests converged with the fledgling colonial process to promote English education in northern Igboland. To accomplish this task, the article reviews methodological assumptions responsible for marginal attention to the agency of the colonized in the historiography of Western education in former colonies.

  • Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958

  • Brent D. Maher
  • Journal:
    History of Education Quarterly / Volume 56 / Issue 2 / May 2016
    Published online by Cambridge University Press:
    20 January 2017, pp. 301-330
    Print publication:
    May 2016

  • The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.

  • HEQ volume 56 issue 2 Cover and Back matter

  • Journal:
    History of Education Quarterly / Volume 56 / Issue 2 / May 2016
    Published online by Cambridge University Press:
    20 January 2017, pp. b1-b2
    Print publication:
    May 2016
    • Article
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  • Creating the “International Mind”: The League of Nations Attempts to Reform History Teaching, 1920–1939

  • Ken Osborne
  • Journal:
    History of Education Quarterly / Volume 56 / Issue 2 / May 2016
    Published online by Cambridge University Press:
    20 January 2017, pp. 213-240
    Print publication:
    May 2016
    • Article
      • You have access
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  • After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national history but to suffuse it with the spirit of the “international mind.” To this end, the League promoted revision of history textbooks and curricula, retraining of teachers, and rethinking of teaching methods. National governments responded by including some study of the League in history curricula but ignored the League's broader plans. Nonetheless, the League's attempt to internationalize the teaching of history opened up a debate that continues today as schools seek to strike a balance between claims of national and global history.

  • “Money Talks”: The Elementary and Secondary Education Act of 1965 and the African-American Freedom Struggle in Mississippi

  • Crystal R. Sanders
  • Journal:
    History of Education Quarterly / Volume 56 / Issue 2 / May 2016
    Published online by Cambridge University Press:
    20 January 2017, pp. 361-367
    Print publication:
    May 2016

  • I am honored to participate on this plenary and I want to extend my thanks to the conference planning committee for the invitation. I come to this gathering as a civil rights scholar who has an interest in black education in the South. I do not consider it hyperbole on this the fiftieth anniversary of the Elementary and Secondary Education Act (ESEA) to say that the legislation was the most important federal government action on black education since the second Morrill Act of 1890. Surely, some in this room would disagree with my assessment and make a strong case for the 1954 Brown decision. Indeed, the Supreme Court declaring segregation in public schools unconstitutional was significant. The ruling, however, had a lot of bark but very little bite, and the recalcitrant South needed bite. We know the states of the former Confederacy needed a get-tough “if-then approach”—as in, if you don't do X, then you won't get Y.

Page 243 of 675