| 000 | 01627nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241023095210.0 | ||
| 008 | 241023b |||||||| |||| 00| 0 eng d | ||
| 022 | _a14687984 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
||
| 050 | 0 | 0 | _aLB1139.5.L35 JOU |
| 100 | 1 |
_aFeiler, Anthony _eauthor |
|
| 245 | 1 | 0 |
_aLinking home and school literacy in an inner city reception class _ccreated by Anthony Feiler |
| 264 | 1 |
_aLondon: _bSage, _c2005 |
|
| 336 |
_2rdacontent _atext _btxt |
||
| 337 |
_2rdamedia _aunmediated _bn |
||
| 338 |
_2rdacarrier _avolume _bnc |
||
| 440 |
_aJournal of Early Childhood Literacy _vVolume 5, number 2 |
||
| 520 | 3 | _aNew perspectives on childhood learning are beginning to change the way we view the development of early literacy, which is progressively conceptualized as embedded in social practice. The recognition of the powerful influence of out-of-school learning prompts questions about ways of linking home and school practices. This article reports a home-based literacy activity that was introduced by a Teaching Assistant, developed with a Reception child and his family who participated in the Literacy Early Action Project, and then crossed sites from the home context into the classroom. Likely reasons for the success of this activity centre on the ‘co-construction of expertise’ (McNaughton, 2001) between the Teaching Assistant and members of the boy’s family, and the opportunities afforded for the child’s playful engagement. | |
| 650 |
_aLinking home _vSchool literacy _xReception class |
||
| 856 | _uhttps://doi.org/10.1177/1468798405054582 | ||
| 942 |
_2lcc _cJA |
||
| 999 |
_c168005 _d168005 |
||