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Early Literacy For Under-Fives
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Early Literacy For Under-Fives

First Edition


January 2024 | 224 pages | SAGE Publications Ltd

Embracing a multi-modal approach to early literacy, this textbook supports students as aspiring early years professionals with their understanding of early reading for under-fives and the critical links to language, literacy, and learning. This book looks at early literacy in all its forms including mark-making, sharing stories, making music and covers the breadth of literacy learning opportunities that take place outdoors and in museums, art galleries and more. With chapters on phonics, the deficit model, digital literacies and storytelling, this book is packed with everything you need to support you on your degree and help you to develop into a literacy advocate for under-fives.

This key text features individual chapter overviews that enable you to review and rethink, activities that bring theory into practice, and engaging case studies to provoke deeper thought. With reflection points, and 'review and rethinking pedagogy' sections, this interactive book emphasises the importance of engaging young children with early literacy activities.

 
Chapter 1: Introduction
 
Chapter 2: Early Reading – What This Is
 
Chapter 3: Early Reading – What This Is Not
 
Chapter 4: Understanding Early Reading in a Wider Literacy Context
 
Chapter 5: Early Reading and Phonics: Systematic Synthetic Phonics
 
Chapter 6: The Deficit Model of Reading and Literacy
 
Chapter 7: Being a ‘Reading’ Professional and a Literacy Advocate for Under-Fives
 
Chapter 8: Language and Literacy – the Bigger Picture
 
Chapter 9: Digital Literacies and Multi-Modality
 
Chapter 10: Storytelling, not ‘Herding Sheep’
 
Chapter 11: Taking the Lead on ‘Literacy’ for Under-Fives
 
Chapter 12: Final Thoughts

Karen Boardman

Dr Karen Boardman is the Head of Early Years Education at Edge Hill University. Karen is a strong advocate for babies and under-threes, particularly linked to literacy. Her research interests are literacy, early reading, policy and pedagogy. Karen is also interested in child development, play and inclusion. Karen has been working in the ECEC field for 35+ years as a practitioner/teacher/researcher, initially beginning her career as an NNEB in nursery settings. Later Karen has taught, led and managed in a wide range of schools/settings as a teacher/Senior Leader. Karen is the Chair of TACTYC, a Fellow of the Chartered College of Teaching, a... More About Author

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