CULTIVATING LITERACY SKILLS THROUGH CHILDREN'S LITERATURE IN EARLY YEARS - ΤHEORETICAL AND PRACTICAL ASSUMPTIONS

Authors

  • Paraskevi Foti Dr., Educational Coordinator in Greek Ministry of Education and Religious Affairs Scientific Stuff in University of West Attica, Greece

DOI:

https://doi.org/10.46827/ejes.v9i7.4384

Keywords:

literacy, children’s literature, literacy models, cultivating love of reading, early years

Abstract

This article is about children's literature in the early years of children's development, and it touches on many issues relating to children's literature, literacy models and literacy skills through research approaches. This article provides a few actions for cultivating the love of reading and the value of sharing literature with a few effective ideas to use literature to help children learn to read and write. When used sensitively by early childhood professionals it entertains and helps children develop self-awareness and understanding. Through an example of a children's picture book, ideas will be sharing about how adults can develop the kind of rich literacy environment that provides an excellent basis for learning literacy.

 

Article visualizations:

Hit counter

Author Biography

  • Paraskevi Foti, Dr., Educational Coordinator in Greek Ministry of Education and Religious Affairs Scientific Stuff in University of West Attica, Greece

    Paraskevi Foti is an Educational Coordinator in Regional Directorate of Primary & Secondary Education of Attica and formerly Head of the 4th Kindergarten of Agia Varvara. She has studied classic piano and theory at the National Conservatory of Athens, and she has completed her master’s degree (MEd) in Intercultural Education and Management of Diversity. Her second degree is in Psychology from National and Kapodistrian University of Athens with a specialization in Pedagogical Psychology and her doctoral dissertation (PhD) is entitled: "The contribution of ancient Greek language to art and language of Aesop and the added value of ICT Technology" with an Excellent degree. Her first book, "Otherness, Prejudice and Stereotypes in the School Class. Teacher Management Methods" (ed. Grigoris, 2016) was selected as a University chart at Harokopeio University of Athens and she has participated in a collective volume on digital educational scenarios (ed. Grigoris, 2017). Another book is “Understanding our Language, Ancient and New Greek through Aesop” (ed. Grigoris, 2020), and the next one is entitled "STREAM and Educational Robotics for children aged 3-8 years" (ed. Grigoris, 2020). She has published in many international and national conference proceedings as well as in scientific journals and has a keen interest in Information and Communication Technologies and their contribution to the teaching process and in STEM Education, as a Scientix Ambassador. As an eTwinning and Moodle trainer she supports open source software in the classroom. She is a teacher of Educational courses at the University of West Attica, Department of Education and Care (since 2011) and at the Postgraduate Program of Pedagogy through Innovative Technologies and Biomedical Sciences. Her email is vivifoti@gmail.com and pfoti@uniwa.gr and her website is https://blogs.sch.gr/3syn60-at3/.

References

Anderson, C. R., Heibert, H. E., Scott, A. J., & Wilkinson, G. lan A. (1994). «Πώς να δημιουργήσουμε ένα έθνος από αναγνώστες» Αθήνα, εκδ. Gutenberg.

Appleyard J. A. (1994) Becoming a Reader: The Experience of Fiction from Childhood to Adulthood, Cambridge University Press.

Bonnafé, M. (2017). Τα βιβλία κάνουν καλό στα μωρά, (μετάφρ. Αμπατζόγλου Γ., Μπούρη Μ., Χατζηδημητρίου Χ.), Θεσσαλονίκη: Εκδόσεις ΕνΤόμω/Σύλλογος Μέριμνας παιδιού και Εφήβου

Baker, C. D., & Freebody, P. (1989). Children’s First School books Oxford: Blackwell.

Butler, D. and Clay, M. (1979) Reading Begins at Home, Auckland, Heinemann Educational.

Comber, B. (2003). Critical literacy: What does it look like in the early years? In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 355-368). Thousand Oaks, CA: SAGE Publications

European Commission/ EACEA/ Eurydice (2011). Teaching Reading in Europe: Contexts, Policies and Practices. Brussels: Publications Office of the European Union.

Gillen, J., & Hall, N. (2013). The emergence of early childhood literacy. In J. Larson & J. Marsh (Eds.), The Sage handbook of early childhood literacy (pp. 3-17). London: Sage.

Goodman, K. (2005). What’s whole in whole language. 2η έκδοση, Berkeley, CA: RDR Βooks.

Halliday, M.A.K. (2007) Literacy and linguistics: a functional perspective. In J. Webster (Ed.) Language and education, 9, 97-129, in the Collected Words of M.A.K. Halliday. Continuum: New York and London.

Kaderavek, J. N., Cabell, S. Q., & Justice, L. M. (2009). Early writing and spelling development. In P. M. Rhyner (Ed.), Emergent literacy and language development. Promoting learning in early childhood (pp. 104-152). New York: Guilford.

Κανατσούλη, M. , (2002), Εισαγωγή στη θεωρία και κριτική της παιδικής λογοτεχνίας. Θεσσαλονίκη: University Studio Press

Καρπόζηλου, Μ. (1994)). Το παιδί στη χώρα των βιβλίων. Παιδική λογοτεχνία: θεωρία, μελέτη, έρευνα. Αθήνα: Καστανιώτη

Κατσίκη- Γκίβαλου, Α. (1995) Παιδική Λογοτεχνία. Θεωρία και Πράξη, Τομ. Α’ Αθήνα, Πατάκης.

Κιτσαράς, Γ. (2004) Προγράμματα: Διδακτική μεθοδολογία προσχολικής αγωγής με σχέδια εργασίας. Αθήνα: Συγγραφέας.

Krees, G. & Th. Van Leeuwen, (2001) Multimobal discourse. Arnold: London

Kubicek, L.F. & Emde, R.N. (2012). Emotional expression and language: A longitudinal study of typically developing earlier and later talkers from 15 to 30 months. Infant Mental Health Journal, 33: 553-584.

Landes, S. (1987). Picture books as literature. In B. Harrison & G. Maguire (Eds.), Innocence and experience: Essays and conversations on children’s literature (pp. 315–322). New York: Lothrop, Lee, & Shepard.

Maroulis, L., & Neuman, S. (2010) The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 8o (3), 300-335.

McGee, L. M., & Righels, D. J. (2003). Designing early literacy programs. Strategies for at-risk pre-school and kindergarten children. New York: Guilford.

Morrow, L.M. (2005) Literacy development in the early years (5th ed.). Pearson: Boston.

Nodelman, P. (2009 Λέξεις για Εικόνες, Αθήνα, Εκδ. Πατάκης.

Παπαηλιού, Χριστίνα. (2005). Η ανάπτυξη της γλώσσας. Θεωρητικές προσεγγίσεις και ερευνητικά δεδομένα από την τυπική και αποκλίνουσα γλωσσική συμπεριφορά. Αθήνα: Εκδόσεις Παπαζήση. 48-67 , 93-167

Singel & Lythcott, 2004 “Fostering school achievement and creativity through socio-dramatic play in the classroom”. In E. Zigler, D. Singer & S. Bishop–Josef (Eds), Children’s Play: The Roots of reading, 73–93. Washington, DC: Zero the three Press.

Spink, J. (1990), Τα παιδιά ως αναγνώστες, Αθήνα, Εκδ. Καστανιώτης.

Sulzby, E. (1989). Assessment of writing and of children’s language while writing. Στο L. Morrow & J.Smith (Επιμ.). The role of assessment and measurement in early literacy instruction, 83-109. Englewood Cliffs, NJ: Prentice Hall.

Sutton M. M., Sofka, E. A., Bojczyk, E. K.,& Curenton, M., S. (2007). Assessing the Quality of Storybook Reading. In K. Pence (eds). Assessment in Emergent Literacy. Chapter five, San Diego: Plural Publishing Inc.

Weigel, Daniel & Martin, Sally & Bennett, Kym. (2006). Mothers' Literacy Beliefs: Connections with the Home Literacy Environment and Pre-School Children's Literacy Development. Journal of Early Childhood Literacy. 6 (2) p. 12-25.

Zygouris-Coe, V. (2001). Emergent literacy. Orlando, FL: Florida Literacy and Read-ing Excellence Center

Downloads

Published

2022-07-23

Issue

Vol. 9 No. 7 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).