The deadline for submissions for the 3rd annual ECEA Yearbook is moved to March 17th at midnight. Questions? Contact Carol Felderman at cbfelderman@gmail.com.
Valuing Julia
Valuing Julia: A student teacher’s experience coming to know an English Language Learner through the use of a dialogue journal
Emily Douglass, Senior, Early Childhood Education
The University of South Carolina
Julia began her standardized reading test at 8:45 a.m. She finished 12 minutes later at 8:57 a.m., a test that took most of her classmates 60-90 minutes to complete. She scored the lowest out of all of her classmates. It was at this moment when I realized that this student, full of potential that had yet to be discovered, had already begun her plunge into the gaping cracks of our education system (Field Journal Entry, 9/14/12).
The previous observation took place while completing my second semester of student teaching in the fall semester of my senior year. The student, Julia, is a third grade female English Language Learner from Puerto Rico. From the beginning of my time in my Early Childhood Program at the University of South Carolina, I realized that English Language Learners and second language acquisition was something that I was very passionate about. After the previous observation, I quickly realized the growing disconnect between what we as educators expected Julia to know and how we actually helped her to learn those things in the classroom. The observations I made of Julia led me to think critically about how she was being supported as an English Language Learner in her school and classroom. I decided to ask the following question and conduct an Action Research Project in my student teaching classroom: How can I effectively teach and support third grade English Language Learners to foster second language acquisition while allowing students to retain a positive sense of identity through the use of an interactive dialogue journal?
Connection to the Literature
The differences we have as human beings should be viewed as a viable asset to our learning, not a hindrance. Classrooms should be a place that children feel comfortable to be themselves. Children should be able to see themselves represented in all aspects of the curriculum. According to Eugene Garcia’s article ¡Ya Basta!: Challenging Restrictions on English Language Learners, “We will not get the education of these students right until we jettison the “English-only” ideology and implement policies and practices that respect their linguistic and cultural diversity and guarantee their civil rights and educational opportunities,” (Garcia, p. 50, 2011). Garcia (2011) states that we must stray away from the restrictive-language education environments where English Language Learners are discouraged and even shunned for speaking or reading in their native languages. According to Sarah Shin’s article Teaching English Language Learners: Recommendations for Early Childhood Educators, allowing children to read and write in their first language ultimately facilitates the child’s ability to read and write in English (Shin, 2010). “If at all possible, English learners should first be taught to read in the language they know best (their native language) while learning English. This is because it is difficult for children to read in a language that they don’t already speak,” (Shin, p. 14, 2010).
After reviewing important literature on how to best support English Language Learners, I chose to focus my attention on the use of one strategy in particular: the use of interactive dialogue journals. According to Joy Kreeft Peyton’s article Dialogue Journals: Interactive Writing To Develop Language and Literacy, “A dialogue journal is a written conversation in which a student and teacher communicate regularly (daily, weekly, etc., depending on the educational setting) over a semester, school year, or course. Students write as much as they choose and the teacher writes back regularly, responding to students' questions and comments, introducing new topics, or asking questions. The teacher is a participant in an ongoing, written conversation with the student, rather than an evaluator who corrects or comments on the student's writing,” (Peyton, 1993). By using interactive dialogue journals with English Language Learners, teachers are able to aid a student in practicing their English skills in a non-threatening manner. These journals act a place where students can freely write whatever they want without focusing on the mechanics of their writing (Peyton, 1993). The teacher’s responses in the journal act as a model for Standard American English usage (Peyton, 1993). “With non-literate students, there is no initial pressure to write. Students can begin by drawing pictures, with the teacher drawing pictures in reply, perhaps writing a few words underneath or labeling the pictures. The move to letters, words, and longer texts can be made when students feel ready,” (Peyton, 1993). The student mainly dictates the direction in which these dialogue journals lead and the teacher simply responds by making statements or asking questions. Shin (2010) also suggests incorporating an interactive dialogue journal into the classroom. “Done regularly, the dialogue journal encourages English learners to practice writing in English without overly worrying about mistakes, and to learn new vocabulary, grammar, spelling, and idioms that are the basis for further literacy development,” (Shin, p. 19, 2010). The use of interactive dialogue journals in a classroom provides another context for language and literacy development for English Language Learners.
I introduced this interactive dialogue journal to Julia on October 2, 2012. I explained to her that she and I would be writing back and forth to each other. I told her that she did not need to worry about spelling or using correct grammar when she writes to me. I explained to her that the main reason I wanted to do this with her is because I wanted her to practice writing and I wanted to learn more about her.
Research Findings
After the conclusion of my time in my classroom, I collected Julia’s interactive dialogue journal and I coded her writing for patterns. I looked for different patterns in her writing, which included things that drastically changed, things that slightly changed, and things that stayed relatively the same. I found three key patterns throughout her writing that drastically changed.
Penmanship
The first was penmanship improvement. I analyzed a work sample from Julia’s interactive dialogue journal on October 3, 2012, only the second day of this project. In this work sample, I took note of Julia’s illegible penmanship. Most of the words she had written were too light to even read. She also did not begin her writing against the left hand margin. In this work sample, her penmanship was very poor. I analyzed another work sample from October 12, 2012. I used this work sample as a comparison piece to the previous work sample. In the second work sample, Julia’s penmanship had drastically improved. All of her words are legible. They are neat and her letter formation demonstrates that of a third grader. Her writing also begins up against the left hand margin. Julia’s penmanship continued to improve throughout her interactive dialogue journal.
Quantity of Writing
The second major improvement I observed in Julia’s writing was the amount of writing she was producing. I analyzed a work sample from October 4, 2012, two days after our project began. In the work sample, I have written to Julia at the top of the paper and she has responded to me near the bottom. She has only written six lines of writing. I used a comparison work sample from October 17, 2012 where I observed an enormous increase in her amount of writing. In the second work sample, Julia has filled an entire page with her writing. Her writing begins on the first line of the page and ends on the last line. Julia’s amount of writing continued to increase from this point on.
Descriptive Language
The final key pattern I found in Julia’s interactive dialogue journal was her use of descriptive language. I analyzed a work sample from October 2, 2012, the first day of Julia’s interactive dialogue journal. In this work sample, I have written to Julia and asked her to write me a few words or phrases in Spanish, her native language. She returned the journal to me with eight sentences written in Spanish. I asked her to translate them to me and what I realized was Julia had written commands that she would typically hear her mother say to her and her brother and sisters. This was an interesting finding because during that time in our classroom, we were discussing commands. It was fascinating to see how Julia incorporated the current curriculum into her interactive dialogue journal in her native language. I also analyzed a work sample from November 1, 2012 in which Julia used scientific language to describe her ecosystem project. She used words such as biotic and abiotic to describe the insects and materials in her ecosystem. She also described the process we used to build the ecosystem. This use of scientific language is astounding coming from a student who did not have the firmest grasp on the English language. We spent approximately three weeks discussing our ecosystem projects and to see Julia incorporate this project into her interactive dialogue journal, made me realize that this project can incorporate all aspects of the curriculum and can be integrated throughout the entire day. I fully believe that this interactive dialogue journal helped Julia become more comfortable with writing, reading, and speaking English.
I believe that my action research findings directly correlate with the literature I reviewed for my project. “We will not get the education of these students right until we jettison the “English-only” ideology and implement policies and practices that respect their linguistic and cultural diversity and guarantee their civil rights and educational opportunities,” (Garcia, p. 50, 2011). I removed the English-only ideology from this project and replaced it with a safe haven for writing. A place where Julia could write about whatever she wanted without focusing on the mechanics of writing in whatever language she wanted. From this, Julia delivered writing that was free from fear, pure, and authentic. She became excited about writing and asked me if she could write in “our journal” whenever she had free time. She became more adventurous with her writing topics and she demonstrated confidence in her word and sentence choices. She understood that she could write about whatever she wanted and she would not be penalized or chastised because of misspelled words or improper grammar. I believe that Julia felt valued during this project and that made her even more comfortable to write without fear.
Powerful research evidence is emerging to show the importance of the first few years of life in terms of brain development, for example the work of Bruce Perry and the Child Trauma Academy at www.ChildTrauma.org and at this site you can see the slide featured in the book showing the cross section of a two three year olds' brain with the following caption:
“These images illustrate the negative impact of neglect on the developing brain. In the CT scan on the left is an image from a healthy three year old with an average head size. The image on the right is from a three year old child suffering from severe sensory-deprivation neglect. This child’s brain is significantly smaller than the average and has abnormal development of the cortex.” Perry B & Pollard D (1997) These images are from studies conducted by a team of researchers from the Child Trauma Academy (www.ChildTrauma.org) led by Bruce D. Perry, M.D., PhD.
ECEA Conference Scholarships for Teachers - Oct 15th Submission Deadline
ARE YOU AN EARLY CHILDHOOD EDUCATOR COMMITTED TO THOUGHTFUL, STUDENT-CENTERED, CULTURALLY-RESPONSIVE LITERACY TEACHING? OR DO YOU KNOW SOMEONE WHO IS? Apply for a scholarship to this year’s NCTE conference in Las Vegas, NV!
Application Deadline: October 15, 2012
NCTE’s Early Childhood Education Assembly (ECEA) is awarding two $150 scholarships to the 2012 NCTE Conference to teachers of children in preschool and early elementary grades. The conference scholarship award will support teachers who:
· Include children’s languages, cultures, and backgrounds in the curriculum
· Embed the teaching of literacy skills within authentic opportunities for reading and writing
· Create spaces for children to inquire into their interests and the world around them
The winners of the scholarship will receive a monetary award ($150) to support conference attendance and the opportunity to write an entry regarding their experiences at the NCTE Day of Early Childhood for the ECEA blog.
Applications will be reviewed by the ECEA Professional Development Committee. Applications should include the following:
· A letter (1-2 pages) addressed to the ECEA Professional Development Committee describing the nominee’s commitment to early literacy teaching and learning. Applicants may also include photographs or examples of student work that illustrate their early literacy pedagogies.
· Nominee’s contact information, including grade level taught.
· Nominees must be members of the Early Childhood Education Assembly
Both third-party nominations and self-nominations will be considered.
Applications are due by October 15, 2012 and can be submitted via email to María Paula Ghiso, ECEA Professional Development Committee Chair (ghiso@tc.edu)
The previous three posts included 1) the Opening & Closing sessions and the Business Meeting on Saturday, the Day of Early Childhood, at the upcoming conference as well as 2) the other sessions on that day plus 3) the Friday sessions that are also EC. Following are additional EC sessions on Saturday and Sunday. As before, this is a draft - let me know if changes are needed. And please publicize!
Additional EC Strand Sessions
Saturday, November 17
I.16 PRIME TIME FAMILY READING TIME: ENGAGING FAMILIES IN AUTHENTIC READING EXPERIENCES
Description: Highlighting families with six to ten-year old children, Prime Time Family Reading Time is an innovative family literacy program aimed at halting and reversing intergenerational illiteracy. Conducted in afterschool settings: public libraries, schools, and community centers, Prime Time reinforces the role of the family and centers around humanities-themed literature.
Participants:
Margaret-Mary Sulentic Dowell, Louisiana State University, Baton Rouge
Holly Bell, Louisiana Endowment for the Humanities, New Orleans
Bobbie Stevenson, Louisiana Endowment for the Humanities
J.12 Title: CHILDREN'S LITERATURE: iDREAM, iCONNECT, AND iIGNITE WITH iPADS AND E-LITERATURE
Description: Investigate how eBooks and literature apps for iPads can partner with traditional children’s literature to add another dimension to literacy learning. This session will examine the theory behind expanding children’s traditional literature with electronic books (e-books) and literature apps and evaluative criteria for ensuring high quality e-Literature for children.
Participants:
Peggy Auman, Valdosta State University
Janet Foster, Valdosta State University
Deb Marciano, Valdosta State University
Location: Studio Room 6, Grand Arena, Main Floor by Grand Garden Arena, MGM Grand Time: Saturday 11/17 2:45 PM - 4:00 PM
Additional EC Strand Sessions
Sunday, November 18
L.03 Title: “NAPPY HAIR”: REVISITING A CLASSIC
Description: Presenters will perform Herron's book, “Nappy Hair”, which was the center of multicultural/African American controversy since 1998. An interactive classroom session follows with sharing of K-12 learning modules derived from “Nappy Hair”. Presentation will also connect African American call and response to oral literature of ancient epic literature.
Participants:
Carolivia Herron, Arizona State University
Neal Lester, Arizona State University
Location: Grand Ballroom Room 121, Level One, MGM Grand Time: Sunday 11/18 8:30 AM - 9:45 AM
L.14 Title: IGNITING A PASSION FOR LITERACY AND MATH THROUGH STORYTELLING
Description: Two kindergarten teachers and a reading teacher share how storytelling plays a critical role in their work with children in diverse Title I schools. The presenters will share their work with storytelling in literacy and math to deepen understanding and develop ownership of learning in today’s changing world.
Participants:
Pat Johnson, Fairfax County Public Schools
Katie Keier, Fairfax County Public Schools
Kassia Omohundro Wedekind, Fairfax County Public Schools
Location: Studio Room 3 , Grand Arena, Main Floor by Grand Garden Arena, MGM Grand Time: Sunday 11/18 8:30 AM - 9:45 AM
The previous two posts included the Opening & Closing sessions and the Business Meeting on Saturday, the Day of Early Childhood, at the upcoming conference as well as the other sessions on that day. Here are the Early Childhood sessions scheduled for Friday. Note that the Literacy Playshop session is on Friday, not on Saturday as listed elsewhere! As before, this is a draft - let me know if changes are needed.
C.18 Title: WRITING THE IMAGINATION: TEACHING K-3 STUDENTS TO CRAFT MEANINGFUL REALISTIC FICTION
Description: The panel will show participants how to teach K-3 students to write focused, meaningful, realistic fiction. Participants will leave with a comprehensive overview of the unit, including: a sequence of whole class mini-lessons, tools for assessment, predictable teaching for differentiated instruction, and ways to use suggested mentor texts.
Participants:
Jenny Bender, Northampton Public Schools, Massachusetts
Mary Bates, Jackson Street Public School, Northampton, Massachusetts
Nancy Harlow, Leeds Public Schools, Massachusetts
Mary Ellen Reed, Jackson Street Public School, Northampton, Massachusetts
Location: Room 304, Level Three, MGM Grand Time: Friday 11/16 12:30 PM - 1:45 PM
D.18 Title: DIFFERENT WAYS TO USE READ ALOUD ACROSS THE DAY
Description: Read Alouds are not just for reading aloud. They are an opportunity for learners to experience the power and uses of text. In this workshop, participants will explore the educational uses of fiction and informational texts, including: comprehension skills, author’s craft, and content area knowledge.
Participants:
Alexis Czeterko, Teachers College Reading and Writing Project
Sadia Halim, Teachers College Reading and Writing Project
Brianna Parlistis, Teachers College Reading and Writing Project
Katie Wears, Teachers College Reading and Writing Project
Location: Room 105, Level One, MGM Grand Time: Friday 11/16 2:30 PM - 3:45 PM
E.38 Title: LITERACY PLAYSHOP: EXPANDING EARLY CHILDHOOD LITERACY CURRICULUM THROUGH PLAY-BASED FILMMAKING AND POPULAR MEDIA
Description: In this presentation, we introduce Literacy Playshop: a curricular framework that helps early childhood teachers develop play-based media production and explore its potential for helping young children—3- to 8-year-olds—respond critically and productively to a world filled with popular animated films, television, video games, and other popular media.
Participants:
Karen Wohlwend, Indiana University
Location: Room 303, Level Three, MGM Grand Time: Friday 11/16 4:00 PM - 5:15 PM
Here are additional sessions on the Day of Early Childhood. (See the previous post for the opening and closing sessions and the business meeting.) This is a draft - let me know if changes are needed. And publicize, publicize, publicize!
G.17 Title: DOES IT REALLY MATTER HOW KIDS THINK? IDEAS AND INSIGHTS INTO HELPING STUDENTS GROW AS READERS
Description: This interactive session will focus on how young children think about reading and about themselves as readers and the relationship that it has on their reading progress. We will use video clips and artifacts to discuss ways to help children develop 'generative theories.' Participants:
Diane Stephens, University of South Carolina, Columbia
Kelly Still, Lexington Richland School District
Tara Thompson, Lexington Richland School District
Location: Room 302, Level Three, MGM Grand Time: Saturday 11/17 9:30 AM - 10:45 AM
G.20 Title: WRITER'S WORKSHOP IN PRE-KINDERGARTEN: CULTIVATING TEACHER LEADERSHIP AND LITERACY ACHIEVEMENT IN A STATE AND FEDERALLY SUBSIDIZED PRE-SCHOOL PROGRAM
Description: This panel presentation will provide a glimpse of a multi-year project in which teachers in a federally state subsided prekindergarten program and a university instructor explore writers workshop in three diverse classrooms.
Participants:
Erin Miller, University of South Carolina, Columbia, SC
Heather Silver, Horrell Hill Elementary
Hannah Stair, Horrell Hill Elementary
Lori Tilley, Horrell Hill Elementary
Location: Room 307, Level Three, MGM Grand Time: Saturday 11/17 9:30-AM – 10:45AM
G.21 Title: UNDERSTANDING OURSELVES AND OTHERS: HOW GLOBAL PICTUREBOOKS HELP CHILDREN DREAM, CONNECT, IGNITE!
Description: In this session the presenters share how they used art and writing experiences with global children’s literature to help pre-kindergarten, kindergarten, and first grade children understand themselves as cultural beings and how then studying another culture further enhanced and enriched the children’s intercultural understandings of themselves and others.
Participants:
Prisca Martens, Towson University
Stacy Aghalarov, Pot Spring Elementary School
Margot Clarke-Williams, Pot Spring Elementary School
Michelle Doyle, Pot Spring School
Laura Fuhrman, Pot Spring School
Christie Furnari, Pot Spring School
Jenna Loomis, Pot Spring School
Liz Soper, Pto Spring School
Darlene Wolinski, Pot Spring School
Ray Martens, Towson University
Location: Room 304, Level Three, MGM Grand Time: Saturday 11/17 9:30 AM - 10:45 AM
H.08 Title: TEXTS DON'T WRITE THEMSELVES-AUTHORS (AND ILLUSTRATORS!) DO: REFRAMING THE IDEA OF MENTOR TEXTS IN THE WRITING WORKSHOP
Description: While the term mentor texts is popular, in fact, it’s the authors and illustrators who are mentors, not the texts themselves. Two teachers of writing join a beloved mentor, award-winning writer and illustrator Marla Frazee, to show how powerful mentorship can be in a writing workshop for beginning writers.
Participants:
Lisa Cleaveland, Jonathan Valley Elementary School
Marla Frazee, Beach Lane Books
Katie Wood Ray, Independent Author and Consultant
Allyn Johnson, Beach Lane Books - Respondent
Location: Premier Ballroom Room 313, Level Three, MGM Grand Time: Saturday 11/17 11:00 AM - 12:15 PM
I.15 CONSTRUCTING CRITICAL KNOWLEDGE AND RESPONSE IN THE CULTURALLY AND LINGUISTICALLY DIVERSE ELEMENTARY CLASSROOMS WITH CRITICAL AND GLOBAL TEXTS
Level: Elementary Topic of Interest: Literature
Description: The purpose of this conversation is to ignite conversations and response around critical and global texts in classrooms. The presenters will facilitate discussion of international texts, critical conversations, and tools needed to create analytical learning. Examples will be examined in groups. These groups will come back together and synthesize understandings.
Participants:
Jeanne Fain, Middle Tennessee State University
Bobbie Solley, Middle Tennessee State University
Location: Room 304, Level Three, MGM Grand Time: Saturday 11/17 1:15 PM - 2:30 PM
J.17 Title: CARING PRACTICES IN EARLY LITERACY CLASSROOMS: CHALLENGING TRADITIONAL NOTIONS
Level: Elementary Topic of Interest: Other
Description: Caring relationships are foundational to literacy teaching/learning. However, when families ways of using and supporting literacies and learning are not valued in classrooms, caring environments cannot be achieved. This panel shares stories from diverse settings to suggest a new definition of caring from a critical and culturally relevant perspective.
Participants:
Gloria Boutte, University of South Carolina, Columbia, SC
George Johnson, South Carolina State University
Kindel Turner Nash, University of South Carolina, Columbia, SC
Dinah Volk, Cleveland State University, Cleveland, OH
Susi Long, Chair
Location: Room 307, Level Three, MGM Grand Time: Saturday 11/17 2:45 PM - 4:00 PM
J.25 Title: RECONNECTING, REIGNITING, AND REALIZING THE DREAMS WE DREAMED
Level: Teacher Education, Elementary Topic of Interest: 21st-Century Literacy Description: Presenters will discuss how collaboratively writing a literacy standards document for The National Board of Professional Teaching Standards reignited their passions as educators and impacted their classroom practice and research in early childhood language and literacy development with particular focus on English language learners and visual and digital literacy. Participants:
Stella Nowell, University of Wyoming Lab School, Laramie
Becky McGraw, Cherokee County School District
Jonathan Gillentine, Rev. Benjamin Parker School
Jennifer Strachan, Montgomery County Public Schools
Location: Room 109, Level One, MGM Grand Time: Saturday 11/17 2:45 PM - 4:00 PM
Here's a preview of the Opening and Closing sessions of the Day of Early Childhood, plus the Business Meeting. Saturday, November 17 at the NCTE conference. Note that we're working to have the Closing session and the Meeting in the same room! You will be receiving emails with the whole updated schedule in the future. For now, I'll be sharing info on sessions in this blog a bit at a time so stay tuned.
This is a draft, pieced together from different sources, so please email me at d.volk@csuohio.edu if changes need to be made.
Most important, please help us publicize all these sessions. Tell (and bring) your friends, colleagues, teachers, parents, new acquaintances....
F.15 OPENING SESSION DAY OF EARLY CHILDHOOD
Title: MAKING THE UNCONVENTIONAL CONVENTIONAL: LITERACY, IDENTITY, AND SOCIAL ACTION
Description: The presenters will share strategies that lift literacy learning by honoring and expanding students' cultural/linguistic interests and identities and bringing family, community, and heritage practices into learning to promote academic achievement authentically. The presentation will feature powerful strategies that help children take action to make the world a better place. The words and work of children will be highlighted as teachers describe how they successfully bring unconventional teaching methods to life within a standards-driven world.
Participants:
Susi Long, University of S. Carolina, Columbia, SC
Janice Baines, Carver Lyon Elementary, Columbia, SC
Carmen Tisdale, Carver Lyon Elementary, Columbia, SC
Heidi Mills, Center for Inquiry, Columbia, SC
Chris Haas, Center for Inquiry, Columbia, SC
Jennifer Barnes, Center for Inquiry, Columbia, SC
Tim O’Keefe, Center for Inquiry, Columbia, SC
Michelle Kimpson, Center for Inquiry, Columbia, SC
Location: Room 304, Level Three, MGM Grand Time: Saturday 11/17 8:00 AM - 9:15 AM
K.18 CLOSING SESSION FOR THE DAY OF EARLY CHILDHOOD
Title: YOUNG CHILDREN'S LITERACY PRACTICES IN VIRTUAL WORLDS
Description: Children are becoming increasingly involved in the use of online games and virtual spaces. In this session, presenters examine young children’s literacy practices as they engage in virtual worlds, such as Webkinz and Club Penguin, and play with related toys and artifacts. Implications for early childhood classrooms will be examined.
Participants:
Rebecca Black, University of California, Irvine
Anne Burke, Memorial University
Julia Gillen,Lancaster University, UK
Guy Merchant, Sheffield Hallam University, UK
Tolga Kargin, Indiana University, Bloomington, IN
Karen Wohlwend, Indiana University, Bloomington, IN
Vivian Vasquez, American University, Wash, DC – Discussant
Location: Room 307, Level Three, MGM Grand Time: Saturday 11/17 4:15 PM - 5:30 PM
SIG.13 Title: EARLY CHILDHOOD EDUCATION ASSEMBLY BUSINESS MEETING
Description: This is the Business Meeting of the Early Childhood Education Assembly. The Early Childhood Assembly provides a home at NCTE for all who work with young children. We look forward to engaging in dialogue as we seek to support teachers of young children with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. Please join us!
Participants:
Chair: Mariana Souto-Manning, Teachers College, Columbia University
Treasurer: Laurie Katz, Ohio State University
Secretary: Carol Felderman: American University
Location: Room 203, Level Two, MGM Grand Time: Saturday 11/17 5:45PM-7:00PM
ECEA's first NCTE conference yearbook published!
ECEA's first NCTE conference yearbook published!
Perspectives and Provocations in Early Childhood Education
Edited by Vivian Vasquez and Jeffrey Wood
CONTENTS
Early Childhood Education Assembly Book Series. Acknowledgments. Introducing Perspectives and Provocations, Vivian Vasquez and Jeffrey Wood. Locating Themes and Trends of Early Childhood Education in Language Arts, Laurie Katz, Caitlin L. Ryan, Melissa I. Wilson, and Detra Price-Dennis. Negotiating Critical Literacies: Toward Full Inclusion in Early Childhood Classrooms, Mariana Souto-Manning and Carol Branigan Felderman. Recursos y Practicas Culturales: Reframing Writing as a Social Practice with Puerto Rican Children, Carmen L. Medina, María del Rocío Costa, and Nayda Soto. “How-To” Exercise Playful Power: Young Children Write Their Worlds, María Paula Ghiso. Learning from Artistic Encounters: A Teacher’s Experience with Young Children’s Paintings of Racial Bus Segregation, Candace R. Kuby. Transactional Literary Theory in a Diverse School Setting: An Examination of Book-Making with First Graders in a Pre-Service Teacher Education Literacy Course, Erin T. Miller. Playing Star Wars under the (Teacher’s) Radar: Detecting Kindergartners’ Action Texts and Embodied Literacies, Karen Wohlwend. Appendix: Perspectives and Provocations: Elephants.
More info and to purchase a copy:
http://www.infoagepub.com/products/Perspectives-and-Provocations-in-Early-Childhood-Education
Shiny New Membership Pamphlet!
One of our summer tasks was to create a shiny new membership pamphlet to help expand our membership. We seek to create a rich conversation around issues and trends in early childhood education and the more voices joining in, the better the conversation. That said, we have a favor to ask: could you help us get our new pamphlet out to people who would enrich our conversation? The complete pamphlet is located here, ready to spread the word about our organization.
A thank you in advance! And now? Let's go enjoy these last few weeks of summer! Personally, I'm going to go find a good book and beach to read it on. Happy summer!
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