The whole language kindergarten
Author(s)
Bibliographic Information
The whole language kindergarten
(Early childhood education series)
Teachers College Press, c1990
- alk. paper
Available at 6 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
Hiroshima University Central Library, Interlibrary Loan
alk. paper376.1:R-12/HL2090002030406092
Note
Includes bibliographical references (p. 251-262) and index
Description and Table of Contents
Description
Teachers interested in transforming their traditional kindergartens into child-centred Whole Language classrooms now have a model for change. In this book, distinguished educators Shirley Raines and Robert Canady provide guidelines for developing a child- and experience-centred environment in which the acquisition and development of literacy are paramount. The authors demonstrate that by involving children in the world of play, cultural awareness and creative expression fuse with ""emergent literacy"". This practical volume includes an abundance of Whole Language activities within the classical content areas of reading, writing, science, art, music, and mathematics. It offers clear suggestions on how to interest children in books and print; how to structure groupwork to emphasize whole language philosophy; and how parents can reevaluate their roles to better understand and effect classroom change. In addition, each chapter contains examples of kindergartens where programmes have been implemented, and describes how changes were organized, as well as how the children reacted. The text is unique in that it links the statement from the National Association for the Education of Young Children on ""Developmentally Appropriate Practices"" with the proposition paper from the International Reading Association and six other professional organizations on recommendations for improvement of present practices in pre-first grade reading instruction. For those most concerned with early childhood and literacy education - childrens' teachers and their parents - this volume is a valuable tool.
by "Nielsen BookData"