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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Ko e Fungani Mo'onia 'o e Faiako Ma'a Tonga: Understanding the professional attitudes of the valued teachers of Tonga Tapa'atoutai-Teisina, Sela. - : The University of Waikato, 2020 BASE Show details 2 Te Whariki revisited: How approaches to assessment can make valued learning visible McLachlan, Claire. - : New Zealand Tertiary College, 2018 BASE Show details 3 Alphabet and phonological awareness: can it be enhanced in the early childhood setting? ... McLachlan, Claire; Arrow, Alison. - : Monash University, 2016 BASE Show details 4 Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers McLachlan, Claire; Arrow, Alison In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 5, 819-839 BLLDB OLC Linguistik Show details 5 Alphabet and phonological awareness: can it be enhanced in the early childhood setting? McLachlan, Claire; Arrow, Alison. - : Monash University. Faculty of Education, 2010 BASE Show details 6 Other words, other worlds : bilingual identities and literacy Jones-Diaz, Criss; Harvey, Nola. - : Marrickville, N.S.W, Elsevier Australia, 2007 BASE Show details 7 Literacy as social practice Jones-Diaz, Criss. - : Marrickville, N.S.W, Elsevier Australia, 2007 Abstract: In this chapter, I explore the concept of literacy as social and cultural practice and apply its relevance and significance to early childhood educators. Young children's understandings about literacy develop within their sociocultural and linguistic communities. As children move across these communities, they encounter a variety of literacies and literacy practices. Many of these literacies are multimodal technologically based, requiring simultaneous and combined uses of visual, audio and critical meaning systems. The discussion that follows examines literacy as a social construction by drawing attention to the historical, social, cultural and political factors that affect our use of and understandings about literacy. In addition, by drawing on post-structual and critical theoretical frameworks, the connections between literacy, power and inequality in early childhood education are highlighted. Children's experiences with these new literacies bring them into contact with globalisation and the narratives of popular culture, which have a significant impact on their identity in everyday life. In order for early childhood and primary educators to maximise children's early literacy learning, a range of implications for practice are presented. Keyword: 200209 - Multicultural; early childhood education; globalization; Intercultural and Cross-cultural Studies; literacy; social aspects URL: http://handle.uws.edu.au:8081/1959.7/37361 BASE Hide details

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