Synopsis
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.
About the Authors
Dr Robyn Ewing is Professor of Teacher Education and the Arts, Faculty of Education and Social Work, University of Sydney. She teaches in the areas of curriculum, English, language, literacy and drama, working with both early childhood and primary undergraduate and postgraduate students. Dr Ewing is passionate about the transformative role the Arts can and should play in education. Her teaching, research and writing have explored drama as critical quality pedagogy with literature and how it can enhance children's language and literacy development. She particularly enjoys working alongside teachers interested in curriculum reform. Robyn has worked in partnership with Sydney Theatre Company on the School Drama professional learning program since 2009 and is immediate past president of the Australian Literacy Educators Association.
Dr Jon Callow is a Senior Lecturer, Faculty of Education and Social Work, University of Sydney and Director, M Teach, Primary. Jon is an experienced teacher, having worked in primary schools, universities and in professional development for teachers. His areas of expertise include English and literacy teaching. His research areas include visual literacy, multimodality, the use of ICT to support literacy and multimodal learning, as well as student creativity and engagement. As a professional literacy consultant, he has worked alongside teachers in their classrooms, in Australia and in the US. He is passionate about engaging and equitable education for all his students.
Dr Kathleen Rushton is Director of Professional Learning Experiences, Faculty of Education and Social Work, University of Sydney. She has worked as an English-as-an-additional-language teacher and as a literacy consultant for the New South Wales Department of Education and Training. Her interests include all aspects of language and literacy development especially with Aboriginal students and students learning English as an additional language. She is currently researching the significance of text in the teaching of reading, with a focus on Aboriginal communities.
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