Supporting Emergent Literacy in the Early Years
Format:Paperback
Publisher:Taylor & Francis Ltd
Publishing:27th Jul '26
£28.99
This title is due to be published on 27th July, and will be despatched as soon as possible.
This paperback is available in another edition too:
- Hardback£155.00(9781032953878)
This accessible text provides a comprehensive overview of the skills and knowledge that children will need to develop over time to become confident readers and writers. It focuses on how educators can notice and nurture this literacy development by directing them to attend to what children can do and what social and cultural funds of knowledge they bring to literacy learning.
Drawing on the author’s extensive experience of teaching and researching emerging literacy, the book provides practical evidence-based strategies for supporting young children’s development in reading, writing, and language alongside guidance on how to identify and overcome challenges. Chapters cover key topics including the development of phonological awareness, vocabulary, print awareness, alphabetic knowledge, gross and fine motor control, and expressive and receptive language with guidance on the key behaviours to observe as they plan for children’s next steps.
Including case studies, practical examples, and reflective points, this is an essential text for students on early childhood studies or foundation degree courses as well as those training to become primary teachers. It will also be valuable reading for early years educators looking to improve their confidence and knowledge in supporting children’s emerging literacy development.
"Drawing on the author’s own experiences as a primary teacher and Reading Recovery tutor, as well as her extensive work as a researcher in emergent literacy—particularly writing—this book brings together the unique perspectives of a teacher, teacher educator, and literacy researcher. Each chapter is founded on theory and research but remains firmly grounded in the realities of classroom practice. Taking a whole-child approach, the book attends to writing, reading, and talk as interconnected aspects of becoming literate. This book encourages readers to reflect on their own practice, building confidence in what to teach, when, and how, so that children’s literacy learning feels purposeful, supported, and intentional. A breath of fresh air!"
- Debra Myhill, Professor of Education, University of Exeter
"This book is first and foremost an important contribution to understanding how we can develop children’s learning. One of its many impressive features is the way that Sinead Harmey’s knowledge about research and the practices that educators need is melded in such a compelling narrative. This is the kind of book that only someone steeped in education research and early years practice could write: its hallmark is a powerful interpretation of research portrayed in ways that can clearly guide practices that should be happening in early childhood education settings wherever they are. Augmenting the rigorous balanced approach to its topic the book also has a radical streak. The outstanding work of Marie Clay, who we learn coined the term ‘emergent literacy’, is quite rightly portrayed as an essential contribution to today’s early years literacy teaching. This is in marked contrast to the intemperate views that a minority of academics and journalists have expressed about Clay’s work, not least the misunderstanding of the nature of ‘cues’. The book deserves to be widely read by all with an interest in young children’s education."
- Dominic Wyse, Professor of Early Childhood and Primary Education, University College London
ISBN: 9781032953861
Dimensions: unknown
Weight: unknown
240 pages