How do responsive adult–child interactions influence early language development? How do a child's language skills develop in tandem with social-emotional development, executive function, and literacy? What are effective ways to help parents support their child's development? Uncover the answers to these questions in this fascinating book, which draws on current research to examine connections between language, social-emotional, and literacy development and profiles effective programs that support this development.
You'll begin with a research-based examination of multiple facets of early childhood development and examine how each one is linked to language development. Explore critical topics such as:
- How the brain develops in the first years of life
- Why parent–child attachment is fundamental to early development
- How executive function skills affect academic achievement and social success
- What responsive and language-rich parent–child exchanges look like and how they support multiple developmental areas
- How children begin to understand symbols, establish joint attention, and develop a theory of mind
- How children learn the building blocks of language and literacy, from phonology to pragmatics
- What role socioeconomic factors play in early development and intervention
- Which guiding principles professionals should follow for effective intervention
- Which economic arguments support early development
Building on this foundational knowledge, the book gives you snapshots of more than a dozen programs that support language and literacy development by coaching parents and providing books for young children. You'll learn how these programs promote thoughtful, responsive adult–child interactions and expand children's access to books, and you'll get brief summaries of the research that demonstrates the success of each program.
Essential reading for researchers, administrators, and educators, this synthesis of science and practical guidance will help you foster foundational language skills and nurture the healthy development of every young child.
SEE IT IN ACTION! Videos demonstrate responsive caregiver–child interactions and show how they support language and literacy development.
David K. Dickinson, Ed.D., Associate Dean for Research and Strategic Initiatives and Margaret Cowan Chair of Education, Peabody College of Education, Vanderbilt University, PMB 230, 230 Appleton Place, Nashville, Tennessee 37203-5721
David K. Dickinson received his doctorate from Harvard University's Graduate School of Education after teaching elementary school in Philadelphia, Pennsylvania while earning his master’s degree at Temple University. For over 30 years, he has studied early language and literacy development among children from low-income backgrounds. Using observational and intervention research, he has sought to understand factors that foster short- and long-term development of language and reading comprehension and to improve the quality of support children receive. He has co-authored the widely used preschool curriculum, Opening the World of Learning (OWL), co-authored three volumes of The Handbook of Early Literacy Research, authored or co-authored over 100 peer review articles and spoken to practitioner and research audiences around the world.
Ann B. Morse earned her master's in education with a focus in early childhood from Lesley University. For over 30 years, she has worked on behalf of young children from low-income backgrounds and their families. Through the Head Start National Training and Technical Assistance Network, she provided professional development to programs related to supporting children with disabilities and enhancing literacy skills. She coached Pre-K teachers to enhance children's language and literacy skills through intervention research projects at Vanderbilt University. She was a contributing author of the language and literacy-based curriculum, Opening the World of Learning (OWL).
