Learning to Read and Write: Developmentally Appropriate Practices for Young Children / Edition 1 available in Paperback
Experiences commonplace in many homes and early childhood settingssuch as adults reading to childrenare key in laying the foundation for literacy. Yet these experiences are far from universal. To ensure that all children learn to read and write by the end of third grade, early childhood educators need to know more and do more to promote literacy in effective, developmentally appropriate ways.
|Publisher:||National Association for the Education of Young Children|
|Edition description:||New Edition|
|Product dimensions:||8.20(w) x 10.80(h) x 0.30(d)|
About the Author
Carol Copple, publications editor at NAEYC, has consulted and published in the early childhood field for many years. She was on the faculty at Louisiana State University and the New School for Social Research. At the Educational Testing Service she directed the preschool laboratory program and conducted research on children’s cognition. Among Dr. Copple’s publications are Educating the Young Thinker: Classroom Strategies for Cognitive Growth (Erlbaum) and Developmentally Appropriate Practice for Early Childhood Programs (NAEYC). She has also written extensively for parents in magazines and newspapers. Dr. Copple received her doctorate from Cornell University.
Sue Bredekamp is currently the director of research at the Council for Professional Recognition and senior advisor to the Head Start Bureau. From 1984 to 1998 she served as director of professional development at NAEYC. Among the works Dr. Bredekamp has authored or coauthored are NAEYC’s Accreditation Criteria and Procedures and Guide to Accreditation (three editions of each); Developmentally Appropriate Practice in Early Childhood Programs (NAEYC 1987; revised edition 1997); and Reaching Potentials, volumes 1 and 2 (NAEYC). With Susan Neuman she wrote the 1998 IRA/NAEYC joint position statement that forms the basis of this book. She holds a Ph.D. in early childhood education from the University of Maryland. Her professional experience includes teaching and directing child care and preschool programs, training child care personnel at a community college, and serving on the faculty at Mount Vernon College in Washington, D.C.
Read an Excerpt
Teachers work in schools or progrmas regulated by administrative policies as well as avaliable resources. Therefore secondary audiences for this statement are school principals and program administrators whose roles are criticl in establishing a supportive climate for sound developmentlly appropriate teaching pratices, and policymakers whose decisions determine whether adequate resoursces are avaliable for high-quality early childhood education.
Table of ContentsPreface
Section 1: the IRA/NAEYC Position
Section 2: readers and Writers in the Making
Sections 3: Ensuring Children's Reading and Writing Success
References and Resources